This paper focuses on the role that routines can play in educational research and teacher training reflexivity. After a brief survey of the theoretical frame according to which the routine is included in the social, psychological and educational studies, we report some findings of a collaborative investigation with high school teachers. The object of this investigation was explanation routine, and its verbalization has also allowed to focus on actions, beliefs, feelings, and teaching strategies in daily teaching practice. The survey instrument was the explanation interview (Vermersch 2005). Through the teachers’ awareness on a practical knowledge of implicit kind (Perla 2010) such as the routine, the research also offers interesting reflections on a teacher training level.
Questo contributo si focalizza sul ruolo che le routine possono assumere nella ricerca didattica e nella formazione alla riflessività degli insegnanti. Dopo un’essenziale ricognizione del frame teorico che inquadra la routine all’interno di studi sociologici, psicologici e didattici, si riportano alcune risultanze di un’indagine collaborativa con insegnanti di Scuola secondaria. L’oggetto di indagine è stata la routine di spiegazione, la cui verbalizzazione ha permesso una focalizzazione anche su azioni, credenze, sentimenti e strategie didattiche nella quotidiana pratica di insegnamento. Lo strumento di indagine è stato l’intervista di esplicitazione (Vermersch 2005). Attraverso la “presa di coscienza” degli insegnanti su una conoscenza pratica di tipo implicito (Perla 2010) qual è la routine, la ricerca propone riflessioni interessanti anche sul piano formativo degli insegnanti.
Analizzare una conoscenza pratica implicita: le routine di spiegazione degli insegnanti
VINCI V
2010-01-01
Abstract
This paper focuses on the role that routines can play in educational research and teacher training reflexivity. After a brief survey of the theoretical frame according to which the routine is included in the social, psychological and educational studies, we report some findings of a collaborative investigation with high school teachers. The object of this investigation was explanation routine, and its verbalization has also allowed to focus on actions, beliefs, feelings, and teaching strategies in daily teaching practice. The survey instrument was the explanation interview (Vermersch 2005). Through the teachers’ awareness on a practical knowledge of implicit kind (Perla 2010) such as the routine, the research also offers interesting reflections on a teacher training level.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.