Revista: Culture and Education
Número: 26(3)
Páginas: 603-616
DOI: http://dx.doi.org/10.1080/11356405.2014.965448
Link: http://www.tandfonline.com/doi/abs/10.1080/11356405.2014.965448
Resumen
This article discusses the methodologies used to access the implicit theories and conceptions that underlie teachers’ teaching practices, as well as the theoretical-methodological assumptions behind these approaches. The study was planned stressing the importance of inquiring into both subjectivity as a polyphonic construct and the practices inherent to different discursive genres, bearing in mind the theoretical and methodological potential of dialogic discourse analysis.