Writing as teacher education

Authors

  • Cosimo Laneve University of Naples “Suor Orsola Benincasa”
  • Laura Agrati University of Bari
  • Vincenzo Cafagna University of Bari

Keywords:

Everyday. Teaching. Learning.

Abstract

This paper is inviting the teacher to describe everyday teaching. The teacher’s point of view is used to investigate activities that evolve through interaction with existing conditions and the adjustments teachers successfully adopt. Writing is best research tool for investigating experience: you can attribute strong heuristic capabilities to the kind of writing that enables actions to be woven together.

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Author Biographies

  • Cosimo Laneve, University of Naples “Suor Orsola Benincasa”

    University of Naples “Suor Orsola Benincasa”, Italy

  • Laura Agrati, University of Bari

    University of Bari “Aldo Moro”, Italy

  • Vincenzo Cafagna, University of Bari

    University of Bari “Aldo Moro”, Italy

References

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Laneve C., Day C. (eds.) (2011), Analysis of Educational Practies, La Scuola, Brescia.

Portelli A. (2007), Storie orali, Donzelli, Roma.

Richardson L. (2000), Writing: A Method of Inquiry, in N. Denzin, Y. Lincoln (eds.), The Handbook of Qualitative Research, Sage, Thousand Oaks, pp. 923-948.

Zembylas M. (2003), Emotions and Teacher Identity: a Poststructural Perspecitive, in “Teacher and Teaching”, 9, 3, pp. 213-238.

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Published

2016-03-23

Issue

v.1, n.2, abr./jun. (2016)

Section

Artigos

License

Copyright (c) 2024 Revista Internacional de Formação de Professores

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Writing as teacher education. Revista Internacional de Formação de Professores, Itapetininga, v. 1, n. 2, p. 137–147, 2016. Disponível em: https://periodicoscientificos.itp.ifsp.edu.br/index.php/rifp/article/view/1836. Acesso em: 8 aug. 2026.