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dc.contributor.authorÁlvarez Álvarez, María del Carmen 
dc.contributor.otherUniversidad de Cantabriaes_ES
dc.date.accessioned2016-11-10T11:09:21Z
dc.date.available2016-11-10T11:09:21Z
dc.date.issued2015
dc.identifier.issn2161-6248
dc.identifier.urihttp://hdl.handle.net/10902/9524
dc.description.abstractAbstract:: In education, there has been a gulf between the production of pedagogical knowledge and the way that it is put into practice in education centres, popularly known as the theory-practice gap. This paper presents an approach to how teachers can bridge this gap so as to bring together both of these dimensions of education. It summarises an ethnographic case study carried out collaboratively with a Spanish teacher who has explored the relationship between theory and practice as part of his professional development along his life, and generated his own relationship model, which has been actively developed in the education establishment where he works. The conclusion of the paper includes some central ideas that are decisive in the processes of the relationship between theory and practice, which could be useful for any teacher who seriously seeks to link knowledge and action and promote their own coherence and the school improvement.es_ES
dc.format.extent11 p.es_ES
dc.language.isoenges_ES
dc.publisherDavid Publishing Companyes_ES
dc.rights(c) David Publishing Companyes_ES
dc.sourceUS-China Education Review. B, Volume 5, Number 4, April 2015 (Serial Number 47), pp. 233-244es_ES
dc.subject.otherTheory-practice gapes_ES
dc.subject.otherTeacher traininges_ES
dc.subject.otherTeacher developmentes_ES
dc.subject.otherCoherencees_ES
dc.subject.otherSchool improvementes_ES
dc.titleCan Teachers Bridge the Theory-Practice Gap? An Ethnographic Study of a Teacheres_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsopenAccesses_ES
dc.identifier.DOI10.17265/2161-6248/2015.04.002
dc.type.versionpublishedVersiones_ES


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