Research-Action as a tool of evaluation of the teaching practice

Abstract

Nowadays in higher education institutes, every day more and more professors recognize the improvement of the teaching practice lies within the capacity acquired by the teachers of research and the impact of its didactical strategy in learning (Zabalza 2009; Zabalza M & Zabalza M 2010). Furthermore, another group of researchers highlights the importance of making visible the student in the analysis for the improvement of the practices within higher education institutes (Fierro 2007; Rudduck J & Flutter J. 2007; Calvo & Susinos 2010). This research is originated from the previously mentioned tendencies. It is a didactical inquiry made through the Action-Research methodology (AR). The purpose is to evaluate the decency practice through the rescue of perceptions and beliefs of the students. The author joins this group of university professors who see inquiry as a tool to improve teaching. Therefore, recognizing AR is a valuable instrument to discover situations within the classroom that could give place to auto-diagnosis. Also joining the group are the professors who supported the students in the discovery of situations and/or factors that impact in a negative as the well positive way the teaching of the professors. The theoretical framework in which the theory and the empiric are interwoven is Freire’s dialogical action; Vygotski concepts of language and thoughts; Ausubel’s learning theory alongside the concepts of didactic. This research is done with the purpose of deepening the impact of the professors’ teaching practices and other diverse factors on the students.