In this contribution the author attempts to analyze, without any pretense of completeness, a model of teacher training oriented to the sharing of knowledge in action and professional experiences, through the acquisition of new skills in the field of methods and techniques of active teaching, cooperative and laboratorial, able to create spaces for dialogue and self-reflection among peers. To this end, it was decided to analyze the focus group not only as a research device, but also as a didactic-training methodology within a path of professional learning among teachers, supporting the dissemination of training and learning development groups between equal within the convivial community of practices
La profesionalidad docente en acción: cómo conducir un Grupo Focal en clase
Gulisano D
2019-01-01
Abstract
In this contribution the author attempts to analyze, without any pretense of completeness, a model of teacher training oriented to the sharing of knowledge in action and professional experiences, through the acquisition of new skills in the field of methods and techniques of active teaching, cooperative and laboratorial, able to create spaces for dialogue and self-reflection among peers. To this end, it was decided to analyze the focus group not only as a research device, but also as a didactic-training methodology within a path of professional learning among teachers, supporting the dissemination of training and learning development groups between equal within the convivial community of practicesI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
