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vol.31 número2HABILIDAD LINGÜISTICA Y FRACASO LECTOR EN LOS ESTUDIANTES SORDOSAPROXIMACION A UN MODELO EVALUATIVO DE LA FORMACION PERMANENTE DEL PROFESORADO EN CHILE índice de autoresíndice de materiabúsqueda de artículos
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Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

LABRA G, Pamela; MONTENEGRO F, Gloria; ITURRA H, Carolina  y  FUENTEALBA J, Rodrigo. Action research as a tool to achieve coherence in the pre-service professional teaching practice process during initial teacher training. Estud. pedagóg. [online]. 2005, vol.31, n.2, pp.137-143. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052005000200009.

The Chilean Ministry of Education has promoted a change that seeks to put teacher-training universities in tune with the actual educational needs of today's society. Despite this proposal, pre-service professional teaching practice continues being devised as a process where cooperating and supervising teachers and student-teachers do not seem to agree on what is expected from them. The present essay aims at analyzing the use of action-research as the methodology that would promote professional development and situated knowledge construction that would improve the process of pre-service professional teaching practice during initial teacher formation

Palabras clave : inicial teacher formation; action-research; pre-service professional teaching practice.

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