出版社：Escola Superior de Educação do Instituto Politécnico de Santarém
摘要：In this article we deal with a case study which focuses on a secondary science teacher’s action-oriented reflection, her action itself, the interaction between them and the influence on her professional development, our analysis being focused on the restrictions that time provides to the classroom organisation and teaching plans. In accordance with a Hypothesis of Progressive Complexity, we consider three different dimensions a technical dimension which is characterized by the efficiency with respect to the use of time in the classroom; a second dimension, of practical nature, where time factor is more flexible, and a third dimension, which is more complex, called critical dimension, where the time is dynamically adapted to the different rates of learning. The study comprised two methodological levels – one qualitative, and the other critical in nature. The findings suggested that the teacher shows some inconsistencies between her reflection on action and her action itself. We have reached to the conclusion that, although the teacher, when she is reflecting on action, has begun the transition to more flexible and adaptable positions regarding the importance that she gives to time, her classroom practice shows a pre-eminent character to the objectives and programme.
关键词：Temporal organization; Reflection; Classroom practice and complexity; Science teachers' professional development.
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