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EDUCATIONAL INNOVATION WE WANT

EDUCATIONAL INNOVATION WE WANT. EDUCATIONAL RESEARCH WE NEED. WHAT. WHY. WHAT FOR. 5th Conference of ISATT “EDUCATIONAL DEVELOPMENT: the contribution of research on teachers’thinking and action”. University of Surrey September - 1991. HOW. Fernando Ribeiro Gonçalves. WHAT.

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EDUCATIONAL INNOVATION WE WANT

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  1. EDUCATIONAL INNOVATION WE WANT EDUCATIONAL RESEARCH WE NEED WHAT WHY WHAT FOR 5th Conference of ISATT “EDUCATIONAL DEVELOPMENT: the contribution of research on teachers’thinking and action”. University of Surrey September - 1991 HOW Fernando Ribeiro Gonçalves

  2. WHAT HOW FAR CAN EDUCATIONAL INNOVATION GO WITHOUT 1 - EDUCATIONAL RESEARCH ? HOW CAN WE IMPROVE THE ACTION-RESEARCH 2 - METHODOLOGY AND ENHANCE ITS POTENTIAL FOR TEACHER TRAINING AND DEVELOPMENT ? * * * * ACTION-RESEARCH METHODOLOGY IMPROVEMENT OF TEACHERS' TRAINING AND DEVELOPMENT ACTION RESEARCH PROCESS LEVELS OF AWARENESS OF PHASES OF TEACHERS' IMAGES THE ACTION ACTION-RESEARCH SKILLS CONTEXT

  3. WHY IMAGES LEVELS OF CONTEXTS SKILLS C O N T E X T U A L I Z E D C N T E X T S LEVELS OF AWARENESS PHASE OF ACTION- RESEARCH IMPLICATIONS PROBLEM SPACE DEFINITION PRE EXISTING OF THE ACTION SELF PLANNING THIS STEP IS STILL RUNNING AND HERE WE’LL BE SEARGHING FOR SOME EVIDENCES OF WHICH CELL(S) ARE MORE RES- PONSIBLE FOR THE DYNAMIC OF EACH PHASE OF THE ACTION -RESEARCH PROCESS. ANALIZING, IN- PRETING, UNDERSTANDING AND EVALUATIND DE PROBLEM SPACE IN THE ACTION EXISTING ACTION ACTING AND COLLECTING DECISION MAKING DEVELOPED CONTEXTUAL NEGOCIATION PROJECTION TO ACTION CURRICULAR NEGOCIATION COLLECTING AND PROCESSING TO BE CREATED TRAJECTORY NEGOTIATION OF THE COMMUNICATION IN ACTION AWARRENESS OF THE THINKING PROCESS WHICH ASSISTS TO THESE SKILLS PROCESSING AND CONTEXTU ALING PRODUCED CONTEXTUAL DIALECTIC PARAMETERS FOR AN ACTION-RESEARCH STRUCTURE

  4. WHAT FOR THE WEAKEST GAP BETWEEN THE TO BE CREATED AND THE PRODUCED CONTEXTS 1 - MORE STRONG COHERENCE IN DATA • THE IMPROVEMENT OF THE QUALITY OF DATA 2 - THE IMPROVEMENT OF TEACHERS AS CO-PRODUCERS OF RESEARCH FINDINGS 3 - A CURRICULAR DEVELOPMENT BASED ON THE STRUCTURE AND DYNAMIC OF INNOVATIVE PROCESSES BASED THEMSELVES ON: A - PERSONAL AND PROFESSIONAL TEACHER DEVELOPMENT B - DESIGN AND MANAGEMENT OF THE EDUCATIONAL PROGRAMS AND PROJECTS C - SELF AND COOPERATIVE TRAINING AND DEVELOPMENT

  5. HOW RESEARCH ABOUT: AWARENESS OF THE ACTION THE AWARENESS IN THE ACTION THE AWARENESS TO THE ACTION THE AWARENESS IN ACTION SHARING AND LEARNING MECHANISM RESEARCH OF THE "CAUSE WAY"

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