La Investigación-Acción y la docencia crítico - reflexiva: notas para un itinerario formativo

Abstract

This text is a written version of a lecture that the author gave to a group of educators about the validity of Research-Action as a framework for analysis, exploration and interpretation of teachers´ educational and pedagogical practice, working in contexts of university education, training for pedagogical leadership and adult learners.  It focuses on giving reflexive and critical meaning to their professional action.  It also raises what in the author's opinion are the identity attributes of the Research-Action practiced among educational institutions that stand for innovative teaching methods and oriented to transformational learning.