Analysis of teaching practice and construction of a benchmark of professional competence




Teacher practice analysis currently wavers between the study of actual practices and the study of a discourse on these practices. However, in this endeavour, education research seems to struggle to leave the level of exploratory studies, often conducted in a more or less structured fashion with small samples, thus precluding generalization. This paper presents a scientific modeling approach of the underlying invariants regarding practices. This approach is applied in two stages: 1) the study of teacher practice representations as worded by a sufficient number of teachers and uncovered through lexicometric analyses, and 2) the study of actual practices, observed via audiovisual recordings and related to one another with factor analyses. Examples of the approach are given.

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Creative Commons Attribution-NonCommercial 4.0 International License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

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