Abstract
Identify and describe the characteristics of the teacher's professional practice is not easy. Recent researches on work and the influence of the concept of practice have contributed to the budding of studies aimed at explaining and clarifying aspects of teachers’ work. Starting from the assumption that work is a performance, the article illustrates a conceptual way of analysing teaching practice and reports results of a single case-study. Despite the research limitations, the present paper draws attention to a particular category of analysis, the dance, and tries to read teaching as a practical and situated activity. Several suggestions are discussed for further improvements in teaching research.
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