scholarly journals La complejidad de las relaciones teoría-práctica en educación

10.14201/3235 ◽  
2009 ◽  
Vol 19 ◽  
Author(s):  
María Clemente Linuesa
Keyword(s):  
Social Values ◽  
Educational Theory ◽  
Written Language ◽  
Pedagogical Knowledge ◽  
Theory And Practice ◽  
Educational Policies ◽  
Educational Practices ◽  
Premier Lieu ◽  
Education Theory ◽  
Pratiques Educatives

RESUMEN: En este trabajo se pretende hacer un análisis sobre cuáles son las relaciones entre las teorías y las prácticas educativas, tomando como ejemplo el caso de la enseñanza del lenguaje escrito. En primer lugar se plantea un somero repaso por los conceptos de teoría y de práctica en educación, analizando cuáles son sus dependencias y cómo puede entenderse esta relación dado el carácter intencional que caracteriza toda acción educativa. Centrándose en el caso del lenguaje escrito, se alude a los ámbitos en que se genera el conocimiento pedagógico y los distintos agentes que ejercen influencia en su configuración: la investigación, la propia práctica educativa, los valores y prácticas sociales e incluso, muchas veces, las políticas educativas. Se concluye con una breve síntesis sobre qué componentes sustentan una teoría sobre la enseñanza de la lengua escrita.ABSTRACT: The aim of this work is to provide an analysis of the relationships between education theory and practice, taking the case of written language as an example. First, we offer a brief summary of the concepts of educational theory and practice, analysing their dependencies and how this relationship might be understood in light of the intentional nature that characterises all educational actions. Focusing on the case of written language, we refer to the environments in which pedagogical knowledge is generated and the different agents affecting its configuration; research, educational practices themselves, social values and practices and, often, educational policies. We conclude with a brief synthesis of which components uphold a theory of written language teaching.SOMMAIRE: Dans ce travail, une analyse sur les relations existantes entre les théories et les pratiques éducatives est présentée à partir de l'exemple de l'enseignement de la langue écrite. En premier lieu, une brève révision des concepts de théorie et de pratique en éducation est réalisée en analysant leurs dépendances et la manière dont cette relation peut être comprise étant donné le caractère intentionnel qui caractérise toute action éducative. À partir du cas du langage écrit, on observe les domaines dans lesquels la connaissance pédagogique naît et les différents agents ayant une influence sur sa configuration: la recherche, la pratique éducative elle-même, les valeurs et les pratiques sociales et -très souvent- les politiques éducatives. Finalement, une brève synthèse sur les composantes qui se trouvent à la base d'une théorie sur l'enseignement de la langue écrite est proposée.

Dialogic Education

2019 ◽  
Author(s):  
Rupert Wegerif
Keyword(s):  
Social Norms ◽  
Educational Theory ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Cultural Imperialism ◽  
Educational Goals ◽  
Student Dialogue ◽  
Multiple Voices ◽  
Education Theory ◽  
The Impact

Dialogic education is a relatively new force in educational theory and practice. Despite the variety of approaches to dialogic education, it nonetheless offers a coherent theory of education with implications not only for how education should be practiced but also for the purposes of education. Dialogic education takes place through dialogue which means opening up dialogic spaces in which different perspectives can clash or play together and new learning can occur. But dialogic education is not only education through dialogue, it is also education for dialogue, meaning that as a result of dialogic education learners become better at learning together with others through dialogue. The intellectual background of dialogic education theory goes back at least as far as Socrates and includes thinkers as varied as Freire, who saw dialogic education as a means of liberation from oppression, and Oakeshott, who understood education to be a process of engaging learners in their cultural inheritance, described as “the conversation of mankind.” Bakhtin, an influential source for recent dialogic educational theory, argues that meaning requires the clash and interaction of multiple voices. There are a range of approaches to implementing dialogic education, varying in the extent to which they focus on teacher to student dialogue, small group dialogues, and whole class dialogues. All approaches include some idea of (1) a dialogic orientation toward the other, characterized by an openness to the possibility of learning, and (2) social norms that support productive dialogue. Published assessments of the impact of dialogic education in relation to general thinking skills, curriculum learning gains, and conceptual understanding have been positive. However, the assessment of dialogic education raises methodological issues, and new methodologies are being developed that align better with dialogic theory and with the idea of measuring increased dialogicity, or expanded “dialogic space.” Assuming that dialogic education works to promote educational goals, various hypotheses have been suggested as to how it works, including some that focus on the co-construction of new meaning through explicit language use, others that focus more on changes in the identity of students, and others on changes in the possibilities of engagement afforded by the culture of classrooms. There are many issues and controversies raised by dialogic education. One issue is the extent to which dialogue as a goal is compatible with a curriculum that pre-specifies certain learning outcomes. Another is the extent to which teaching a set of social norms and practices promoting dialogue might be a kind of cultural imperialism that fails to recognize and value the culture of the students. These and other challenges to dialogic education are part of a lively and constructive debate in the field, which values a multiplicity of voices within the broader context of convergence on the value of teaching through dialogue and teaching for dialogue.

scholarly journals Composing music, developing dialogues: An enactive perspective on children's collaborative creativity

2017 ◽  
Vol 34 (3) ◽  
pp. 259-276
Author(s):  
Ana Luísa Veloso
Keyword(s):  
Music Education ◽  
Cognitive Processes ◽  
Music Composition ◽  
Participant Observation ◽  
Theory And Practice ◽  
Collaborative Creativity ◽  
Collaborative Processes ◽  
Education Theory ◽  
Teacher Researcher ◽  
New Ideas

This study aims to provide new insights on the nature of the embodied and collaborative processes related to the emergence of new musical ideas that occur when children are composing in groups.Data was obtained by participant observation of the teacher/researcher and by ten videotaped one-hour musical sessions dedicated to the development of a music composition by two groups of children, all of whom were eight years old.It was found that when composing in groups a) children use embodied processes to transform what they experience on diverse realms of their existence into musical ideas, and that b) while creating music, children engage in several improvisatory moments where new ideas emerge through the diverse ways they enact the surroundings where the activity is occurring. Findings suggest a conception of music composing as a multidimensional phenomenon that entails cognitive processes that are distributed across and beyond the physical body. Findings also suggest that composing music in collaboration with others nurtures a set of creative possibilities that would otherwise, not occur. Considerations for music education theory and practice are addressed in the last section of the article.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

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