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Practical knowledge and teaching role. Reconstruction experiences through a collaborative training process based on Lesson Study. Seven Case Studies.

机译：实践知识和教学作用。基于课程研究的协作培训过程的重建经验。七个案例研究

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La presente comunicación tiene como propósito mostrar los primeros hallazgos de una investigación centrada en estudiar la potencialidad de las Lesson Study –una estrategia de investigación-acción cooperativa– para la reconstrucción del Conocimiento Práctico del profesorado de Infantil y sus implicaciones en la formación inicial y permanente. Dentro de este marco, nuestro interés es profundizar en el rol docente como uno de los focos de la investigación y a su vez como una de las expresiones de la práctica, sustentada en las dimensiones del Conocimiento Práctico: conocimientos, habilidades, actitudes, valores y emociones (Soto, Serván, Peña y Pérez, 2013); con el fin de comprender el proceso de reconstrucción presente tanto en las teorías declaradas como en uso (Argyris, 1995).

机译：此次交流的目的是展示一项调查的第一个调查结果，该调查的重点是研究课程研究的潜力-一种合作行动研究策略-重建幼儿教师的实用知识及其对初次和正在进行的培训的影响。。在此框架内，我们的兴趣是加深教学作用，这是研究的重点之一，而又又是实践的表达之一，并受到实践知识的各个维度的支持：知识，技能，态度，价值观和情感。（Soto，Serván，Peña和Pérez，2013年）；为了理解在已宣布和正在使用的理论中都存在的重建过程（Argyris，1995）。

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Vasquez Suárez Kena; Peña Trapero Noemí; Rodríguez Rivera José Antonio; Becerra Mena Ana Fátima; García de Paz Sergio; Pérez Gómez Ángel;
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年度 2015
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Practical knowledge and teaching role. Reconstruction experiences through a collaborative training process based on Lesson Study. Seven Case Studies.

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