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The connection between form and content is case-sensitively defined in the teaching process. Contents have been subject to thorough theoretical approaches. Methodology, on the contrary, lacks such research advances. This turns evident in the variety and imprecision in the use of theoretical terms. This paper shows a critical report of the discourse found in Didactics specialists in order to elucidate perspectives, dimensions and categories related to methodological issues in teaching processes. [ABSTRACT FROM AUTHOR]

This paper intends to analyze some of the present difficulties in achieving those directions of pedagogical intervention favoured by educational policies which contribute to consolidate agreements on what is deserved to be taught as well as the model of society to which school must contribute in educational institutions. A mechanism of pedagogical intervention, institution organization and it's bound with the community in the last 10 years favoured by the Government is taken as reference, "Work with School Projects" Even though we recognize that this intervention mechanism has had, through history, different modalities, we intend to understand characteristics and aspects that give identity to it, in present times, from a reflection on about its pedagogical meaning in schools. With this purpose, some classic categories are used; though not taking us into philosophical matter, they are, no doubt about it, the main subject to re locate discussion about teaching in present times. [ABSTRACT FROM AUTHOR]

This paper Intends to shed light on the relevance of teachers' self evaluation to those scenarios in which they experience conflicts and tensions among different types of demands posed on them and, thus, they it difficult to make decisions, solve problems and negotiate institutional, social, academic and subjective interests. In addition, some of the problems and practical actions that have emerged as meaningful in our research project's field work will be presented. Our research interest focuses on Self-Evaluation Processes in High School Teacher's Practice". This work is carried out in Facultad de Ciencias de la Educación, at Universidad Nacional del Comahue. Our general objective is to study the learning potential of self-evaluation in the construction of the teaching craft. Our specific aim is to identify those teaching practices that teachers resort to in the self-evaluation process. [ABSTRACT FROM AUTHOR]

This paper shows how inexperienced teachers imagine and feel about professional practice, and how they develop their professional identity. The concept of identity allows considering the beginner teacher as the agent of a specific practice, a social practice. This analysis is based on the field work of IFIPRACD (Initial Training and Teachers' Practices Research), project framed by "Educational practices: initial training and teachers' identity building", a research located in Social Sciences Faculty (Facultad de Ciencias Sociales- FACSO), Centro de la Provincia de Buenos Aires University. (www.soc.unicen.edu.ar). [ABSTRACT FROM AUTHOR]