The research and development activity of the Centre of Pedagogical Research and Praxis focuses on subjects of foundation and applied research, which arises via the combination of one or more scientific fields (as analysed in its identity) and the choice of application fields. Fields of critical validation and application comprise both the typical and non-typical network of education, the educational community’s principals, the content and means of education as well as the government and official educational texts.
The selection of specific fields is linked to issues related to the study of:
- school departments, educational structures, services,
- educational institutions and entities,
- the student population’s school career,
- roles, identities of in-service and pre-service teachers,
- psycho-societal identities of children and adolescents and handicaps,
- the reconstruction of children and childhood, as well as their relationship with the pedagogical act and school practices,
- written proof and audiovisual sources related to education,
- social needs and the undertaking of social action and advisory work,
- educational inequalities and educational approaches, able to secure an equal, fair and qualitative education for everyone, and especially for children belonging to vulnerable groups of society.
as well as the development, application and evaluation of:
- content and the means of teaching, via the production of research and educational material,
- methods, shapes and approaches of teaching and educational evaluation, as well as the organisation of teaching procedures,
- the education and training of educational staff,
- qualitative research methodology, which shall create a system for the capacities and the limitations of the active participation of children during the recording of their personal experiences,
- critical and effective use of Children’s Rights and educational citizenship,
- educational programs and educational policy matters.
Members of the CPRP, through systematic interdisciplinary collaborations, intend to lead to the foundation of efficient pedagogical, cultural and social practices both in school boundaries and in an extracurricular context, with specific orientation the transformation and the emergence of the school into a democratic and educational institution.