01 SES 10 B, Focussing on the Lesson and Collaboration
Parallel Paper Session
In capability approach (CA) research, education is perceived as a capability in itself and also basis for development of other capabilities. The term capability here has broad meaning and it refers to what a person is able to do and be. On the other hand, it is contrasted to the term functionings, which refers to realized capabilities, or the final product, very often the focus of the research and policy attention (Nussbaum, 2011). Although providing new area of research interest, this approach is still developing its operationalization in research design. In that respect particularly Paul Ricoeur’s (1994) phenomenology of capable human being, provided to be useful and operational theory basis for developing research design. Ricoeur considered ‘capability to say’, ‘capability to act’ and ‘capability to tell’ to be the basic capabilities that lead to ‘capability of imputation’, i.e. a capacity of the person to be responsible for his or her own action. His approach is grounded on the idea that the responsibility for person’s own action comes through affirmative recognition by the environment.
If the classroom is taken to be one context unit, in order to develop child’s capabilities in Ricoeurian sense, he or she needs to receive its recognition through interaction with teacher and peers. Therefore, affirmative response of the teacher plays important role.
With the main focus on teachers, the aim of this paper is to present if and in what way teachers recognize the ‘other’ in the classroom, argued on the basis of their verbal reports obtained through video-stimulated recall interview, initial interview and observations of the classroom activities. This study presents teachers reasoning of classroom situations when pupils in some way ‘interpose’ the lesson. This revealed teachers’ perception of some aspects of pupils’ capability formation in everyday classroom context and if they recognize the ‘other’ or they developed only the relation towards the subject they teach.
Calderhead, J. (1981). Stimulated recall: a method for research on teaching. British Journal of Educational Psychology, 51(2), 211–217 Hoveid, M. H., & Hoveid, H. (2009). Educational Practice and Development of Human Capabilities. Studies in Philosophy and Education, 28(5), 461–472 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, Calif. [u.a.]: SAGE. Nussbaum, M. C. (2011). Creating capabilities: The human development approach. Cambridge, Mass: Belknap Press of Harvard University Press Orton, R. E. (1998). How Can Teacher Reasoning Be Practical? Educational Theory, 48(2), 175–192 Ricœur, P. (1994, c1992). Oneself as another (Pbk). Chicago: University of Chicago Press. Yin, R. K. (1993). Applications of case study research. Newbury Park, Calif: SAGE Publications. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Los Angeles, Calif: SAGE Publications.
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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