Session Information
19 SES 09, Parallel Paper Session
Paper Session
Contribution
This paper explores the process of learning to be a teacher, following the initial development and the first professional experiences of a group of teachers. The content of this presentation is based in part, on the results of the research project "The construction of identities of primary school teachers during their initial training and early work" (MINECO.EDU2010-20852-C02-01). In particular, we focus on the elements, situations, circumstances and opportunities in this period of teachers' lives, to understand how they position themselves as lifelong learners.
The need to transform the way we organize teaching and learning in the school in our current times has started to become a mantra from academia to policy makers. Everyone seems to agree that, in a society that has undergone unprecedented changes in recent years, which continue unabated, the school cannot stay the same. As consequence, teachers cannot continue to be anchored on a pedagogical model based on the belief that "teaching is telling, learning is listening, and knowledge is what is in books" (Cuban, 1993, 27). How to develop, represent, store and access to knowledge has evolved greatly (Gibbons et al, 1994; Hanna, 2002), and so have the ways digital information and communication technologies are used among children and youth (Sancho, 2009), and the way the way young people learn and value knowledge (Cope and Kalansky, 2000; Sharpe, Beetham, de Freitas, 2010; Potter, 2012).
In this context of social and knowledge change, and faced with an apparent continuity in educational institutions, it is particularly relevant to explore how young teachers learn to position themselves professionally and do their work during their formation and early years of work experience. Particularly, due to the difficulties within schools, as authors like Senge (1990) have pointed out, we need to provide individuals and institutions alternatives for those with learning difficulties, and promote students' predisposition and skills to help them to continue learning throughout life (Day, 1999).
Method
Expected Outcomes
References
Ball, S. J. (1990). Self-doubt and soft data: Social and technical trajectories in ethnographic fieldwork. International Journal of Qualitative studies in Education, 3, (2), 157-171. Cope, Bill; Kalantzis, Mary (2000). Multiliteracies. Literacy Learning and the Design of Social Futures. London and New York: Routledge. Cuban, Larry (1993). How teachers taught: constancy and change in American classrooms, 1890-1990. New York: Teachers College Press. Day , Christopher (1999). Developing teachers : the challenges of lifelong learning . London ; Philadelphia, PA : Falmer Press. Gibbons, M.; Limoges, C.; Nowotny, H.; Schwartzman, S.; Scott, P.; Torw, M. (1997 [1994]): La nueva producción del conocimiento: la dinámica de la ciencia y la investigación en las sociedades contemporáneas. Barcelona: Pomares-Corredor. Hanna, Donald y asociados (2002). La enseñanza universitaria en la era digital. Barcelona, Octaedro. Hargreaves, Andy & Fullan, Michael (2012). Professional capital: transforming teaching in every school . New York ; London : Teachers College Press. Jeffrey, Bob A. & Troman, Geoff. A. (2004). Time for ethnography. British Educational Research Journal, 30(4), 535 – 548. Le Baron, Curt (2006). Microethnography. In Jupp, Victor (ed). The Sage Dictionary of Social Research Methods. (pp. 177-179). London: Sage. Potter, J. (2012). Digital Media and Learner Identity. The New Curatorship. Palgrave Macmillan. Sancho, Juana M. (2009). Digital Technologies and Educational Change. En Andy Hargreaves, Ann Lieberman, Michael Fullan, David Hopkins (Eds.), Second International Handbook of Educational Change (pp. 433-444). Springer International Handbooks of Education. Senge, Peter (1990). The Fifth Discipline. The Art and Practice of the Learning Organization. New York: Doubleday. Senge, Peter, Cambron-McCabe, Nelda; Lucas, Timothy; Smith, Bryan; Dutton, Janis (2000). Schools that learn: a fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday. Sharpe, Rhona; Beetham, Helen; de Freitas, Sara (2010). Rethinking Learning for a Digital Age. New York/London: Routledge. Francis & Taylor Gropup.
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