01 SES 02 B, Models and Theories in Teacher Professional Development: The relationship between theories of teacher professional development and their implementation in practice Part 2
Symposium continued from 01 SES 01 B
What is lifelong learning and how can we maximize it? From schools of education to different government institutions all over the word we hear that teachers, like any other professionals, have to keep updating their knowledge and skills through their life. In some countries this is framed under the form of compulsory workshops or “training”, often related to different types of technologies. There is no doubt that the schools in the VUCA (Variability, Uncertainly, Complexity and Ambiguity) world need practitioners, who are fully engaged with their jobs; who are willing and capable to invest their energy in the teaching enterprise and who are committed to the children, and to improving or at least reflecting on their teaching career. From our school of education we have designed a set of workshops intended to make teachers reflect on where and how they learn to become teachers. The teachers had to design a cartography that would eventually map their learning journeys (Ulmer & Koro-Ljungberg, 2015). This cartography has two of main ingredients for representing any given process, including learning: time and place, although this form of representation of learning can and should also be contested (Sefton-Green, 2017). In the fall 2017, twenty two teachers in the Basque Country completed their cartographies, followed by individual interviews. Based on this experience, the goal of our presentation is twofold: first, we describe the actual events or meeting to compose and discuss teachers´ cartographies, but we also want to go further and discuss how moving from the traditional workshop has being a learning or transformative process for the research group members. Following Braidotti (2014), “[o]pening up these virtual spaces is a creative effort. When you remember to become what you are –a subject-in-becoming-you actually reinvent yourself on the basis of what you hope you could become, with a little help from your friends” (p. 173). Taking upon these ideas, we will discuss the learning implications that adopting a post-qualitative and arts-based research (Atkinson, 2012; St. Pierre, 2017) may have in lifelong learning for teachers and for us, teacher educators/researchers. In this process of reflexivity Edwards, Ranson & Strain (2002), we discuss how we understanding innovation and learning and how breaking up with more traditional and language-based forms of research can help teachers and us discern new teaching identities.
Atkinson, D. (2012). Contemporary art and art in education: The new, emancipation and truth. International Journal of Art & Design Education, 31(1), 5-18. Braidotti, R. (2014). Writing as a Nomadic Subject. Comparative Critical Studies 11(2-3): 163-184. Edwards, R., Ranson, S., and Strain, M. (2002). Reflexivity: towards a theory of lifelong learning. Int. J. of Lifelong Education, 21(6), 525-536. Sefton-Green, J. (2017). Representing learning lives: What does it mean to map learning journeys? International Journal of Educational Research, 84, 111-118. St. Pierre, E. A. (2017). Writing Post Qualitative Inquiry. Qualitative Inquiry, 1077800417734567 Ulmer, J. B., & Koro-Ljungberg, M. (2015). Writing Visually Through (Methodological) Events and Cartography. Qualitative Inquiry, 21(2), 138-152. https://doi.org/10.1177/1077800414542706
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