Educational observation. Searching for a paradigm
Maria-Chiara Michelini
This contribution raises the question of the nature and the characteristics of the educational observation, also in relation to the establishment of extra-pedagogical procedures in educational contexts. Regarding this topic, therefore, we inspect the potential scientific approach and possible cultural paradigms, bearing in mind the underlying relationship between pedagogy and other sciences, particularly Educational Sciences. In this framework, we hypothesize that educational observation can be defined as systematic, formative, dynamic and authentic. This hypothesis implies a redefinition of the role of pedagogy on the subject, from which the possible options at operating level are to be derived.
Keywords
observation, education, experience.
