19 SES 17, Ethnographic Accounts on Knowledge and its Conception Part 2
Symposium continued from 19 SES 16
Teachers adapt to specific classroom contexts in order to scaffold student learning. This adaptation is not achieved in a singular moment, but takes place over time, through continuous involvement of the teacher in the class, and subsequent recollection of experiences, problematization, and the adaption of orientations that ground upcoming teaching episodes for this specific class. The adaptive process outlined here does effect personal knowledge development of teachers, and from a Foucault perspective, it may be framed as a teachers' care of the professional self (Wieser 2018). In my ethnography, I explored the care of the professional self of one experienced teacher. This teacher worked in a secondary school in Graz, and I accompanied and observed his work for a period of 8 weeks, during which I became familiar with his work in two parallel grade 9 social science classes through a multi-sighted approach. The multi-sighted ethnography included videography (Dinkelaker & Herrle 2009), narrative interviewing (Nohl 2010), think-aloud method (Charters 2003), and video diaries (Noer 2014), which together provides a triangulation of perspectives for the exploration of processes of knowledge adaptation (Wieser 2015). The ethnography aims to provide an account of the care of the knowledge of this teacher, and a narrative on how he adapted his orientations for teaching to scaffold his students' learning. A central theme throughout fieldwork was managing the classroom as a public space. The teacher referred to this theme in several ways: He referred to his attention to individual students, who from his perspective disturbed work, and thus threatened the social contract that enabled the teacher to focus on social science as a subject. He also illustrated that he favoured one class over the other because it was just easier to work with them, which may be attributed to the students' adherence to the social contract. My presentation explores the theme of managing the classroom as a public space throughout the different perspectives in the material and describes how the teacher adapted to the two classrooms in order to support student learning.
Charters, Elizabeth. 2003. The Use of Think-aloud Methods in Qualitative Research. Brock Education, 12 (2): 68-82. Dinkelaker, Jörg & Herrle, Matthias. 2009. Erziehungswissenschaftliche Videographie. Wiesbaden: Springer. Noer, Vibeke. 2014. Zooming in - zooming out - using iPad video diaries in ethnographic educational research. Landri, P., Maccarini, A., De Rosa, R. (Ed.) Networked together: designing participatory research in online ethnography. Rome: CNR-IRPPS. Nohl, Arndt-Michael. 2010. Narrative Interviews and Documentary Interpretation. Bohnsack, R., Pfaff, N., & Weller, W. (Ed.), Qualitative Analysis and Documentary Method in International Educational Research. Opladen: Budrich. Wieser, Clemens. 2015. "Technology and ethnography - will it blend? Technological possibilities for fieldwork on transformations of teacher knowledge with videography and video diaries." Seminar.net - International journal of media, technology and lifelong learning 11 (3): 223-234. Wieser, Clemens. 2016. "Teaching and personal educational knowledge - conceptual considerations for research on knowledge transformation." European Journal of Teacher Education 39 (5): 588-601. Wieser, Clemens. 2018. "Evidence and its integration into teacher knowledge: Foucault perspectives to link research knowledge and practical knowledge in professional development" Journal of Education for Teaching, 44 (5).
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