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Colección:
La Educación
Número: (121) II
Año: 1995

SUMMARY

This article analyzes the relationship between educational research and pedagogical practice. It deals with the character of the contributions of educational research, pointing out that teachers should not hope for recipes of general application, but rather concepts or directions to help them to make better instructional decisions. It is argued that research in reading has developed useful concepts for guiding scholarly practices and a concept of the teaching role that highlights teacher autononmy is presented. Finally, possible directions for future research are examined, observing that the interest in the aspects of daily classroom life, as well as the methodological aperture for studying these problems, may contribute to a more positive relationship between both camps.