Comprehensive Model for Teaching Practice: Analysis of Empirical Regularities, Public Policy and Social Interaction
DOI:
https://doi.org/10.31637/epsir-2024-945Keywords:
pedagogical practice, teaching, educational sciences, educational theory, social sciences, educational terminology, development of social sciences, social interactionAbstract
Introduction: Within the framework of a doctoral research on teaching practices for the teaching of reading comprehension in the Chilean Araucanía, we seek to build a theoretical model that distinguishes between teaching and pedagogical practice, highlighting the importance of clarifying these categories to improve educational comprehension and foster analytical depth, promoting a “Pedagogical Being” that is influenced by social and political contexts. This paper seeks to develop a substantive theory of teaching practices as a manifestation of the “Pedagogical Self”, following Sautu and collaborators' hierarchy of theoretical abstraction through literature review, analysis and empirical validation. Methodology: The literature review distinguishes between pedagogy and teaching, and between pedagogical and teaching practice, providing approaches, domains, and levels of abstraction. While pedagogy, which is broader in nature, encompasses educational methods and theories, teaching applies this knowledge in the classroom in a concrete and direct manner, impacting learning in an immediate way. Results: The theoretical proposal examines how these dimensions interrelate. Conclusions: The study explores the complexity of the “Pedagogical Self”, integrating historicity, symbolic interactions and paradigms, challenging simplistic models, linking this Self with social demand, to promote critical reflection and inclusive policies in teacher education.
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