01 SES 17 A, Ecosystems of Teacher Develoment Part 3
Symposium continued from 01 SES 16 A
Studies developed by our research group about teachers’ learning (primary, secondary and higher education (Sancho-Gil, 2011; Sancho-Gil & Fernando Hernández-Hernández, 2014; Sancho-Gil, 2013) have provided rich evidence of the complexity, depth and breadth of learning. Although a fair amount of studies about teachers’ learning circumscribes to the professional environment, professional learning is not linked to a given time or space. It is rather a (dis)continuous, non-linear, fragmented and fractal process made out of intra-actions between living creatures, culture and matter. Two references guide this approach. On the one hand, Barad (2003, p. 821), who reminds us that “matter is always already an ongoing historicity”. On the other, Lenz Taguchi (2010), who points out the importance “to view ourselves in a constant and mutual state of responsibility for what happens in the multiple intra-actions emerging in the learning event, as we affect and are being affected by everything else” (p. 176). Both authors guide us to contextualize and understand how teachers’ learning takes place, by considering that learning is not something natural, but contextually constructed (Biesta, 2013) and “involves real people who live in real, complex social contexts from which they cannot be abstracted in any meaningful way […] learners are contextualized. They do have a gender, a sexual orientation, a socioeconomic status, an ethnicity, a home culture; they have interests—and things that bore them (Phillips, 2014, p. 10). From these onto-epistemological grounds, we are developing the research project: How do Secondary School Teachers Learn: Educational Implications and Challenges for Addressing Social Change- APREN-DO (MINECO. EDU2015-70912-C2-1-R). Its main aim is to explore what, how, where, with whom and with what teachers learn. From an inclusive notion of research (Nind, 2014), we are developing the research with them, not on them. Twenty-nine teachers from three secondary schools participated in workshops where a series of cartographies and conversations around them were generated. We consider cartography as an ‘inventive method’ (Lury & Wakeford, 2012). An 'aparatus of capture' that territorializes the new and the singular and can show assemblages, "multiplicities or aggregates of intensities" (Deleuze & Guattari, 1980/2000, p. 15). Our presentation focuses on the intra-actions between 1) the different components of the learning ecosystems reflected in teachers’ cartographies and the concepts emerged in the process of creating and reflecting on them; and 2) the different ecosystems, putting a special emphasis on the possible (dis)connections between the professional setting and the personal one.
Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs, 28(3), 801–831. Biesta, G. J.J. (2013). The Beautiful Risk of Education. Boulder, CO: Paradigm. Deleuze, G., & Guattari, F. (1980/2004). A thousand plateaus. London: Continuum. Nind, M. (2014). What in inclusive research? London/New York: Bloomsbury Publishing. Lenz Taguchi, H. (2010). Going beyond the theory/practice divide in early childhood education. Introducing an intra-active pedagogy. New York, NY: Routledge. Lury, C., & Wakeford. N. (Ed.) (2012). Inventive Methods: The Happening of the Social (Culture, Economy, and the Social). New York: Routledge. Phillips, D. C. (2014). Research in the Hard Sciences, and in Very Hard “Softer” Domains. Educational Researcher, 43(1), 9-11. DOI: 10.3102/0013189X13520293 Sancho-Gil, J. M. (ed) (2013). Trayectorias docentes e investigadoras en la universidad. 24 historias de vida profesional. Barcelona: Dipòsit digital de la Universitat de Barcelona, 213. http://diposit.ub.edu/dspace/handle/2445/44965 Sancho-Gil, J. M. (ed). (2011). Con voz propia. Los cambios sociales y profesionales desde la experiencia de los docentes. Barcelona: Octaedro, http://esbrina.eu/docs/llibres/Con_voz_propia_Los_cambios_sociales_y_profesionales_desde_la_experiencia_de_los_docentes.pdf Sancho-Gil, J. M., and Hernández-Hernández, F. (eds) (2014). Maestros al vaivén. Aprender a ser docente en el mundo actual. Barcelona: Ediciones Octaedro.
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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