ANALYSIS OF TEACHING WORK

ANALYSIS OF TEACHING WORK

Educational processes are given from the context of a society, which implies the involvement of various actors, if we refer to the educational field institutionally speaking, come into play meanings commonly give to things, objects and ways of existing relationship between learners and educators.

It is important to recognize the practice and realize that much of what happens there is educational and each of the actions taken have educational intentions, it is important to make that recognition of the practice to have sufficient evidence that let us realize that much of what happens is within what is considered educational.

This can be accomplished when you take into consideration this idea from what is happening in the classroom, and analyze practice in order to recognizing and question it.

The analysis presented in this paper's starting point to question everything that happens in the classroom and why it happens, you can begin this inquiry by the observation logs, which are what allow us to build the data that allow differentiation between what teaching practice and educational practice.

Educational practice as Villoro, (1989) is the action directed conscious and specific purposes, so should generate educational effects are observed in action.

Not all actions that happen in a classroom are conscious and intentional, because many of them are given as a mechanical process that has to happen; the important thing of all is to establish the differentiation between what is a concept and another.

The teacher even though if you do not want recognition of their practice cannot rid the body of beliefs and assumptions of which is soaked its work and to identify actions that are held there. Because there are actions that are performed without intending, however an educational action has an intention, based on this can be set in the register of observation that difference, finding moments of practice that intention exists in each of these actions and it is that there are actually educational activities.

This approach leads us to search or significance of present actions. For this, we need to work on the theory of educational action Kratochwill, (1989), to support the concept of "action".

The main elements of the actions are the intent and effect or reaction it produces. Intention is a dimension of meaning and allows interpretation and reconstruction of the same when we reflect on it, whereas when the action is performed without being guided or guided by the intention, the action does not exist as such and this condition can only be attributed as some kind of events. Gonzalez (1997).

The interaction of the actors involved in the practice is what will allow us to observe what happens records at all times and reconstruction of the facts will understand the intent that originated them.

It is important after the analysis of everything that happens in practice to establish the clarification of concepts and the application of these and the reasons that are carried out, data collection will allow us to be in its infancy a cluster of information that are seen as a disjointed process, because to tell if a practice is educational or not, set a series of studies to become an ebb and flow of research from practice and collect a considerable number of constituents present in the practice and to articulate the information obtained.

Reflection

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