JOINT ACTIVITY ANALYSIS MODEL. STUDY MODEL FOR TRAINING PROCESSES AMONG TEACHERS IN SERVICE THROUGH CLASSROOM ACCOMPANIMENT
- Mendez Alarcon, Claudia - Colomina Alvarez, Rosa
- Datos de publicación:
- REVISTA INCLUSIONES,Vol.7,244-267,2020
- Training teacher - Accompaniment - Case study - Qualitative analysis - Content analysis
- Migración Web of Science 
- One of the current challenges facing researchers is to have an adequate analysis model that allows the study of complete processes of training, learning, and professional development of teachers in service. This document presents a methodological tool for the analysis of the joint activity between trainers and teachers in learning situations about practical experiences in the classroom. The main objective work is to present how the interactivity analysis model has been used and modified for the study of teaching and learning processes in situations of formal, informal education and digital environments. In this case, for the study of complete formative support processes of collaborative learning among service teachers. The methodology model uses the case study and the content analysis on the discourse of the participants in the joint activity. A description of the levels, units, dimensions, and categories of analysis used to study the training support processes is presented through the accompaniment of the teaching practice in the classroom. The results respond to the general objective through hypotheses about the use and modifications of the initial model to the proposal for teacher training situations.