01 SES 17 A, Ecosystems of Teacher Develoment Part 3
Symposium continued from 01 SES 16 A
Over the last two decades within the international field of educational research, a vast literature oriented toward the study of teachers´ learning has been produced. A number of these studies have been focused either to the contexts or the conditions where professional learning emerges (Wenger, Fenton, Kubiak, Hutchinson, & Wenger, 2014), the influence of learning on teachers´ identity (Flores & Day, 2006), as well as learning practises in school environments (Stoll, Fink, & Earl, 2004). To step into the complexity of this topic implies to explore at least, the dimensions related to the teacher, the school, the learning activity and the learning experiences beyond professional practices, as the authors Opfer and Pedder (2011) highlight in their work. From this perspective, in so far as we approach a wide consideration of learning, avoiding linear and simple causalities, it is necessary to make use of a different kind of methodological approach able to map the experiences related to learning on the basis of individual subjectivity. For this reason, in this study we have considered using art based research methods, inspired by post-qualitative perspectives (Jackson & Mazzei, 2012; St. Pierre, 2011). More specifically, we have based it on visual representations as a way to get close to the experiences of 22 Infant and Primary Education Teachers, in relation to their transits through different learning ecologies. This research (APREN-DO, MINECO. EDU2015-70912-C2-1-R) has allowed us to realize how our participants move throughout different spaces such as living systems, communities of practice or networks, searching for satisfying their necessities of training and trying to scape from the knowledge sectarization of their schools. Alternatively, they construct their own social networks engaging with one another, looking for a better professional development. It also appears particular events as the so-called cross-pollination (Hargreaves & Fink, 2008) where those teachers carry ideas back and forth between the networks they belong, or what Wenger (1998) calls brokering, where individuals or group of people create opportunities that make connections between groups introducing elements from one practice to another. The elaboration of the cartographies is a challenge to think differently about the phenomenon of professional learning, giving us a visual representation regarding the organic elements that relate to their professional and personal lives. This approach has allowed us to think with the notion of nomadic learning (Braidotti, 2000) represented by the map of relations and transits with which the subject connects.
Braidotti, R. (2000). Sujetos nómades. Buenos Aires: Paidós Ibérica. Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219-232. doi: http://dx.doi.org/10.1016/j.tate.2005.09.002 Hargreaves, A., & Fink, D. (2008). Distributed leadership: democracy or delivery? Journal of Educational Administration, 46(2), 229-240. doi: doi:10.1108/09578230810863280 Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with Theory in Qualitative Research. Viewing Data across Multiple Perspectives. New York: Routdlege. Opfer, D. V., & Pedder, D. (2011). Conceptualizing Teacher Professional Learning Review of Educational Research, 81(3), 276-407. St. Pierre, E. A. (2011). Post-Qualitative Research: The Critique and the Coming After. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qaulitative Research (pp. 627-644). London: SAGE Stoll, L., Fink, D., & Earl, L. (2004). Sobre el aprender y el tiempo que requiere: implicaciones para la escuela. Barcelona: Octaedro. Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press. Wenger, E., Fenton, M., Kubiak, C., Hutchinson, S., & Wenger, B. (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. Abingdon: Routledge
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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