Carmen Álvarez

Posibilidades y límites de la relación teoría-práctica en la formación inicial del profesorado

Resumen La relación teoría-práctica es uno de los temas más relevantes y recurrentes en el campo de la didáctica porque es tan amplio, complejo y difuso que es imposible darle una respuesta definitiva. En este artículo se examinan las posibilidades y límites del mismo en el nuevo marco definido por el Espacio Europeo de Educación Superior que ha provocado cambios significativos en aspectos relevantes de la formación inicial del profesorado. De éstos, los más destacados son el aumento del tiempo de prácticas en centros escolares y la formación por competencias. Se concluye que este proceso de reforma debe ir acompañado de procesos de cambio en las aulas universitarias y su profesorado, y se ofrecen posibles líneas de trabajo para facilitar este cambio.

El interés de la etnografía escolar en la investigación educativa

Various alternative perspectives in educational research have emerged in relation to positivist research approaches. One is the school ethnography, which focuses on the study of culture promoted in schools and classrooms. This article raises the interest of researchers in using this model for research and attempts to answer fundamental questions of this model of research: what do we mean by school ethnography; what features it has; what’s the role of the researcher; what are the main moments; how to validate ethnographic research; and what is its progress when compared to other research models.

A Qualitative Study on Book Clubs and Dialogic Literary Gatherings in Spain and Brazil

Some organisations in Spain that seek to foster innovation in reading are keen to establish book clubs or dialogical literary gatherings. However, there are notable differences between these two practices that are not always clear. This paper presents the results of an observational study based on participant observation and interviews with key informants that tackles their similarities and differences in school and social settings. The results show that their differences lie in origin, purpose, methodology, and coordination, among others. The conclusions show different paradigms behind these practices, and organisations should opt for one or the other.ABSTRACT Some organizations in Spain that seek to foster innovation in reading are keen to establish book clubs or dialogical literary gatherings. However, there are notable differences between these two practices that are not always clear. This paper presents the results of an observational study based on participant observation and interviews with key informants that tackle their similarities and differences in school and social settings. The results show that their differences lie in origin, purpose, methodology, and coordination, among others. The conclusions show different paradigms behind these practices, and organizations should opt for one or the other.ABSTRACTSome organizations in Spain that seek to foster innovation in reading are keen to establish book clubs or dialogical literary gatherings. However, there are notable differences between these two practices that are not always clear. This paper presents the results of an observational study based on participant observation and interviews with key informants that tackle their similarities and differences in school and social settings. The results show that their differences lie in origin, purpose, methodology, and coordination, among others. The conclusions show different paradigms behind these practices, and organizations should opt for one or the other.

The interest of school ethnography in educative research

Various alternative perspectives in educational research have emerged in relation to positivist research approaches. One is the school ethnography, which focuses on the study of culture promoted in schools and classrooms. This article raises the interest of researchers in using this model for research and attempts to answer fundamental questions of this model of research: what do we mean by school ethnography; what features it has; what’s the role of the researcher; what are the main moments; how to validate ethnographic research; and what is its progress when compared to other research models.

O interesse da etnografia escolar na investigação educativa

Various alternative perspectives in educational research have emerged in relation to positivist research approaches. One is the school ethnography, which focuses on the study of culture promoted in schools and classrooms. This article raises the interest of researchers in using this model for research and attempts to answer fundamental questions of this model of research: what do we mean by school ethnography; what features it has; what’s the role of the researcher; what are the main moments; how to validate ethnographic research; and what is its progress when compared to other research models.