Identification of classroom management levers by means of investigation/action

Abstract

This research’s objective is to evaluate a teaching strategy in the classroom context, by means of the documentation that the pupils produce. Data for the research are obtained using the same educational tools that are being used in the classroom. The interpretative framework is based on the interaction between the Science Didactics theoretical proposals and the teaching knowledge generated in the classroom (the professional praxis). The researcher is the group teacher; in the analysis of the data have participated other school teachers, a university professor and the pupils. As a result from the research, indicators have been identified that contribute to characterize the differences among pupils and allow to understand how these are managed by school teachers.