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This paper presents research findings related to the exploration of innovative teaching/learning practices. In particular, this paper reports on the methodological analysis of research on interpretive literary discussion of children's illustrated albums. It presents the tension between the school context and the research context seen in these types of investigation. The paper discusses the methodological implications arising from this double dimension as it relates to the design of the methodology, research tools and the creation of categories. The explanation of the methodological decisions in reconciling teaching practices and the researcher in this type of study shows various possibilities that connect the results of this research to improving teaching practice. [ABSTRACT FROM AUTHOR]

In this paper, we apply the concept of conflictivity index (ICf) as a teaching tool useful for teachers who want to transform motor conflicts (CM) in physical education (PE) in elementary school. The literature review and application of the fundaments of motor praxeology allow us to identify each game as a laboratory of social relations, and also to locate the type of conflict behaviours shown by the students in each family of games (motor action domains). The design corresponds to a single case study, conducted with 43 primary school pupils during a school year. 746 CM detected from 255 games in 42 PE classes were analyzed. The results indicated that the group was very conflicting (high level ICf prevailing), and that the CM was different for each family of games. It is concluded that the ICf can be a key tool to diagnose and subsequently transform motor conflicts. [ABSTRACT FROM AUTHOR]

A feature inherent to investigations of specific teaching methodology is its focus on educational intervention, which means that its results should have implications for teacher training. This paper analyzes the relationship between research into language teaching presented in this monograph and its implications for teacher training. First, it explicitly details the implicit training models for each type of research, and highlights the difficulties in the transfer of research results to improve educational practices. Secondly, it provides reflections on the kind of teacher training model that could respond to the identified problems. [ABSTRACT FROM AUTHOR]

Much research in the Teaching of Language and Literature involves entering the classroom. Research in the classroom means occupying a somewhat private space. This fact suggests fundamental questions about the objectives pursued and the role to be adopted. This paper analyzes the various approaches to classroom research presented in this issue. It is observed that the variety of roles that are present are always dependent on the objectives and the realities encountered in the classroom. We conclude that each investigation, from its uniqueness, should indicate both the purpose for entering the classroom and the situation of the researcher within that investigation. Both issues are not marginal to the investigation, but rather characterize an integral part of the same investigation. [ABSTRACT FROM AUTHOR]

This paper presents the objectives and framework of a significant number of ethnographic investigations, which through verbal interactions, especially interviews, examine the belief systems and knowledge representations (hereafter CRS) concerning multilingual situations of language teachers who are currently in either pre-service or in-service training. An example of an analysis of the transcript of a verbal interaction is presented as well as the subsequent reflection on methodological issues arising from these studies: the static dimension and fragmentation of the results, the tension of the interviewer, the separation of segments of data for analysis and consistency in the interpretation of the data. We conclude that the study of language teachers' CRS offers an encouraging perspective in order to better understand the processes and evolution of teacher education. We believe it is necessary to consider longitudinal studies in order to overcome the static dimension evident in many of the results. [ABSTRACT FROM AUTHOR]

This paper suggests that the verbal interactions that take place in the classroom are a centerpiece for both language learning and for the development of research in language teaching. Consequently, the conversations that take place in class provide a double perspective: as a learning tool and as a tool for knowledge. It is also noted, that teaching and student learning objectives (writing or grammar) determine the type of interaction generated in the classroom. The two observations converge on the finding of a complex relationship between research and teaching in qualitative research in language teaching. [ABSTRACT FROM AUTHOR]

This paper presents, firstly, the context of the works presented in this special issue, focusing on qualitative research in language and literature teaching. Secondly, it specifies that the general purpose of the issue is analyzing the interaction in the classroom, among students and between students and teachers, in the framework of literary education and language(s) teaching and learning. Thirdly, we present the studies carried out by the three research groups involved in the publication project. [ABSTRACT FROM AUTHOR]

This paper analyzes primary school teachers' knowledge of core competencies and their implementation processes. A descriptive and correlational design was adopted. Data was collected in 2010 by means of an ad hoc questionnaire answered by 246 teachers. Results indicate that the teachers in the sample have knowledge of basic competencies; they feel that they are only moderately trained for implementing competencies in their classroom methodology and teaching coordination. Moreover, these abilities are conditioned by their professional profile. Further training is required in order to successfully implement this curricular element in their daily teaching practice. [ABSTRACT FROM AUTHOR]

The paper analyses the implementation of the portfolio over four academic years (2006-2010) in a sample of 480 nursing students. It was carried out in three phases (initiation, development, and consolidation), and its aims were: 1) to evaluate the effectiveness of the portfolio through a quantitative study with an ex post facto design, and 2) to analyze the strengths and weaknesses of the portfolio implementation process through a qualitative study using topic-based focus groups. The results indicate: 1) in the initiation phase, the average score of students who created the portfolio (7.78) is higher than the average score of those who did not do so (5.47) (p ≤ .001), and in the development and consolidation phases, the portfolio score and the subject grade come increasingly closer; and 2) the final portfolio design is characterized by being mixed (manual and electronic), modular, and self-reflective –empowering students in the learning continuum. [ABSTRACT FROM AUTHOR]

The theory-practice relationship is one of the most relevant and recurring topics in the didactic field, because it is so broad complex and diverse that it is impossible to give it a definitive answer. In this paper, its possibilities and limits are examined within the new framework created by the European Higher Education Area (EHEA), which has caused significant changes in relevant aspects of initial teacher training. Of these, the most salient are increased school-based placement and training in competences. It is concluded that this reform process must be extended to include changes in university classrooms and lecturers. Some possible lines of work to make this change effective are discussed. [ABSTRACT FROM AUTHOR]

The literature in Psychology and Education has studied in depth procedures of detection and early attention of children with emotional and behavioural problems in the classroom, promoting programmes to prevent these problems. Facial recognition of emotions and empathy have been widely documented as one of the mainstays in pro-social behaviour. However, there are few empirically validated and published studies on the development of these basics dimensions. This paper reports the results of implementing a Mediated Reading children's literature programme as a tool for the development of emotional competencies, specifically facial recognition of emotions and empathy in preschool and school age children. To evaluate the effectiveness of the programme, a quasi-experimental design with a quasi-control group was employed. The results indicate that those children who were part of the Mediated Reading group showed a significant breakthrough in facial recognition of emotions and empathy in relation to those who were part of the Traditional Reading group. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to propose service-learning as a training strategy useful for the acquisition of professional competences (teaching-learning), since it is a strategy that perfectly assumes the double objective of higher education: training for work and training for active citizenship. In this sense, it is argued that it is a highly practical training modality that integrates, within the group of professional competences, the social, ethical and civic dimensions of professional profiles. To this purpose, the notions of competences and service-learning are clarified, and subsequently attention is focused on the consequences and implications of these approaches on the acquisition and development of professional competences. [ABSTRACT FROM AUTHOR]

In this paper we present a proposal for the analysis of the teaching-learning process that takes place in university classrooms. Based on a constructivist conception of this process (Coll, 1996, Cubero, 2005; Prados, 2009a), we propose the study of discursive interactions between teachers and students in order to understand and improve the quality of this process. To do so, we consider certain theoretical and methodological aspects proposed by historic-cultural psychology, classroom ethnography, discourse analysis and conversation analysis, as these have important and significant impact to the analysis proposed. [ABSTRACT FROM AUTHOR]

This paper presents the design of a teaching module, which integrates the Graduate Dissertation (FDP) and the Practicum in teachers' education, and its assessment by the schools involved. School teachers (n = 146) involved in the Practicum answered a survey, and a subsample of these teachers participated in a focus group with the aim to assess the proposal developed from the University. Results showed that teachers' assessment was positive and was mainly focused on: a) the need to strengthen the school-university link and institutional coordination; b) the contribution to teaching quality improvement; c) the relevance that projects developed by students during the Practicum are addressing real needs of the schools. [ABSTRACT FROM AUTHOR]