19 SES 13, Classroom Ethnographies in Dialogue (Part 2)
Symposium continued from 19 SES 12
Professional development of teachers has been addressed from several perspectives: (A) a normative perspective that originated from philosophy of education, (B) an institutional perspective that reflects upon conditions of centralisation and de-centralisation of school systems, and (C) a competency perspective that refers to demands of competitiveness and effectiveness (Day 2002). The competency perspective currently predominant in educational research established a regime of testing and centralised curricula (Biesta 2012), which has been problematized since it fragments teacher knowledge into competency domains (Mena Marcos, Sánchez Miguel & Tillema 2009), and underemphasises that professionalism resides within a person (Geerinck, Masschelein & Simons 2010). Ethnographic research addresses both issues because it is grounded in long-term participation which rejects fragmentation, and emphatically attends to the culture of a classroom and the persons by which this culture is maintained (Walford 2009). Ethnography that focuses on personal knowledge emphasises that a teacher uses several modes of knowledge to establish a personal culture of teaching: He draws on personal knowledge which he has acquired, and on practical knowledge that enables him to perform in class (Wieser 2016). A teacher relies on this knowledge because it provides personal orientations through which he comprehends classroom contexts and performs professionally (Borgnakke 2015). This presentation illustrates how a secondary school teacher comprehended the specific contexts in two of his classes, and how he continually refined his contextual comprehension through reflection. To give an account on how this teacher refined his comprehension of classroom contexts, I collaborated with him for three months, and used a multi-sighted ethnographic approach that incorporated videography, stimulated recalls, narrative interviews, and video diaries (Wieser 2015). This presentation incorporates a discussion of initial findings from ethnographic fieldwork and analysis to illustrate how this teacher develops personal orientations in reflection, and how he draws on these orientations to react to challenges in classroom interaction.
Day 2002, Biesta 2012, Mena Marcos, Sánchez Miguel & Tillema 2009, Geerinck, Masschelein & Simons 2010, Walford 2009, Wieser 2015, 2016 Borgnakke 2015.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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