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Abstract Being and Becoming in the Classroom presents a reflection established inside educational practice, which allows us to understand the learning process of teachers while they are immersed in their daily work. ROTH analyzes very concrete situations that are experienced by educators as part of their ... view more
Being and Becoming in the Classroom presents a reflection established inside educational practice, which allows us to understand the learning process of teachers while they are immersed in their daily work. ROTH analyzes very concrete situations that are experienced by educators as part of their professional lives. Thinking from a teacher's point of view, I intend to suggest that the idea of situated knowledge, which integrates the background of the book, can be expanded when it includes an articulation of social conflicts. For discussing that idea, I take advantage of my own practice as source of empirical evidence, trying to learn one of the most important lessons that the book brought me, relating to the implications of the concepts of praxis and the understanding of practice. I discuss ROTH's key concept of Spielraum (room to maneuver) starting from the ideas contained in the book, and again proposing a counterpoint with my own experiences.... view less
Being and Becoming in the Classroom presents a reflection established inside educational practice, which allows us to understand the learning process of teachers while they are immersed in their daily work. ROTH analyzes very concrete situations that are experienced by educators as part of their ... view more
Being and Becoming in the Classroom presents a reflection established inside educational practice, which allows us to understand the learning process of teachers while they are immersed in their daily work. ROTH analyzes very concrete situations that are experienced by educators as part of their professional lives. Thinking from a teacher's point of view, I intend to suggest that the idea of situated knowledge, which integrates the background of the book, can be expanded when it includes an articulation of social conflicts. For discussing that idea, I take advantage of my own practice as source of empirical evidence, trying to learn one of the most important lessons that the book brought me, relating to the implications of the concepts of praxis and the understanding of practice. I discuss ROTH's key concept of Spielraum (room to maneuver) starting from the ideas contained in the book, and again proposing a counterpoint with my own experiences.... view less
Ser y llegar a ser en el aula muestra una reflexión centrada en la práctica educativa, que nos permite comprender el proceso de aprendizaje de los docentes mientras están inmersos en su trabajo cotidiano. ROTH analiza situaciones muy concretas experimentadas por los educadores como parte de sus vida... view more
Ser y llegar a ser en el aula muestra una reflexión centrada en la práctica educativa, que nos permite comprender el proceso de aprendizaje de los docentes mientras están inmersos en su trabajo cotidiano. ROTH analiza situaciones muy concretas experimentadas por los educadores como parte de sus vidas profesionales. Pensando desde el punto de vista de los profesores, intento sugerir que la idea del conocimiento situado, que integra el bagaje del libro, puede expandirse cuando incluye una articulación de los conflictos sociales. Para discutir esta idea, me valgo de mi propia práctica como fuente de evidencia empírica, intentado aprender una de las lecciones más importantes que el libro me ha ofrecido, relativa a las implicaciones de los conceptos de práctica y de comprensión de la práctica. Discuto el concepto clave de ROTH de Spielraum (margen de maniobra), punto de partida para las ideas contenidas en el libro, y nuevamente propongo un contrapunto con mis propias experiencias.... view less
Keywords
participation; practice
Free Keywords
Lehrerberuf; Cogenerative Dialoguing; Spielraum; Verstehen von Praxis; Neobehaviorismus; ungleichgewichtige Systeme; being a teacher; participation; coteaching; cogenerative dialoguing; Spielraum; understanding of practice; praxeology; non-equilibrium systems; ser un profesor; participación; co-enseñanza; diálogo co-generado; Spielraum; comprensión de la práctica; praxeología; sistemas de no-equilibrio;
Document language
English
Publication Year
2004
Journal
Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5 (2004) 3
ISSN
1438-5627
Status
Published Version; reviewed
Licence
Creative Commons - Attribution