Situated research mediated by the class analysis device and the portfolio in teacher training

Abstract

The purpose of this paper is to report the experience of the Practice stage in Teacher Training conducted by the subjects of Teaching Practice I and Teaching Practice II working with action research known as situated research and as a strategy for reflective pedagogical professional practice, mediated by the Class Analysis Device (CAD) and the Portfolio. This perspective seeks for educational quality, respects diversity, includes, provides equal opportunities, and assumes the subject of assessment as the most important one. The work was carried out as an experience shared by both subjects, organized as a pedagogical pair modality, which required a critical analysis of epistemological, political, social and factual presuppositions in relation to educational interaction of relevant learning, assumed as a shared task between teachers and students, and involving hetero-, self-, co- and para-assessment for the accreditation of general and specific professional skills.