Abstract

The paper proposes a system for analysing educational practice based on three dimensions (how, what and who) and different units of analyses (class sessions, typical classroom activities episodes, cycles). The three analysis dimensions also allow us to review the different proposals put forth taking their approach into account the contents developed in interaction (what dimension), they way interaction develops (how dimension), and the degree of responsibility reached by students (who dimension), The proposed analysis system is described with some detail using various examples, and the type of results that may be obtained based on our work is shown. Finally, three issues that remain under discussion are reviewed: the unit of analysis problem, the role of cognitive analysis of academic tasks, the distinction between discourse analysis and educational practice analysis.