La Investigación-Acción y la formación del profesorado

Authors

  • Mª José Sáez

DOI:

https://doi.org/10.12795/IE.1987.i02.02

Abstract

Haciendo una consideración previa sobre la formación del profesorado en el Reino Unido, se realiza una reflexión crítica sobre el desarrollo curricular y la formación inicial y permanente del profesorado en nuestro país en un momento de reforma global, resaltándose la aportación crucial que en este sentido puede realizar la investigación-acción.

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References

CARR, W. and KEMMIS, S. «Becoming critical: Knowing Trough Action research», Deakin University, 1983.

ELLIOT, J. and EBUTT, D. «Issues in teaching for understanding», Longman, 1985 [traducido al castellano].

GIBSON, R. «Critical times for action research» Camb. Journ. of Edu. vol. 15, 3, 59-64, 1986.

HAMMERSLEY, M. «Controversies in classroom research» Open Univer. Press. 1986.

HUSTLER, D. and col. «Action research in classroom and schools» Pub. Allen and Unwin. 1986.

NIXON, J. «A teachers' guide to action research». Pub. Grant McIntyre. Ltd. 1981.

MAcDONALD, B. «La formación del profesorado y la reforma del currículum». Acción Educativa, 1984.

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Published

2021-05-09

How to Cite

Sáez, M. J. (2021). La Investigación-Acción y la formación del profesorado. Investigaci´ón En La Escuela, 1(2), 15–20. https://doi.org/10.12795/IE.1987.i02.02

Issue

No. 2 (1987)

Section

Miscelaneous

License

Copyright (c) 2019 Investigaci´ón en la Escuela

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Received 2019-06-13
Accepted 2019-06-13
Published 2021-05-09
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