La investigación-acción educativa y la construcción de saber pedagógico

Abstract

This paper puts gathers theoretical positions of authors that have worked in educational action research and have stated the thesis according to which teachers put together their pedagogical know-how based on their thoughtful analysis of every day action. This assertion is verified with observations drawn from an eight-year research project in which teachers from different stages of teaching have devoted themselves to reflecting about their teaching practice, transforming it, evaluating the changes and elaborating an appropriate pedagogical know-how.

Three notions are put forward from start: that pedagogical theory and pedagogical know-how and not exactly the same thing; that pedagogical know-how is more an individual, rather than a universal, matter; and that educational action research is a tool that facilitates the construction of pedagogical know-how. Generalizations drawn from pedagogical action research cases between 1998 and 2004 are presented. These generalizations support the thesis of construction of pedagogical know-how by teachers.