Cartografías en torno a los tránsitos en el aprender de docentes en educación infantil y primaria
-
1
Universidad del País Vasco/Euskal Herriko Unibertsitatea
info
Universidad del País Vasco/Euskal Herriko Unibertsitatea
Lejona, España
ISSN: 1989-466X, 1699-2105
Year of publication: 2019
Issue Title: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa
Volume: 37
Issue: 2
Pages: 93-114
Type: Article
More publications in: Educatio siglo XXI: Revista de la Facultad de Educación
Abstract
Teacher learning continues to be thought under simple causalities and in linear terms. However, the current context of uncertainty and diversity which teachers must face in their schools encouraged us to develop a much more complex conceptualization of their learning. Through a research approach based on artistic and visual methodologies, we tried to deepen the learning experience of primary and infant education teachers. From a research perspective that we located within new materialism, we looked at teacher learning from more holistic and problematizing approaches. Our approximation to the experiences of teachers allowed us to identify three transits regarding how their learning takes place. Such transits are related to teachers’ agency, the role of the experiential and new ways of selforganization
Funding information
Esta investigación ha sido desarrollada dentro del proyecto de investigación I+D+I coordinado APREN-DO: Cómo aprenden los docentes: Implicaciones educativas y retos para afrontar el cambio social (EDU2015-70912-C2-1-R). Financiado por el Ministerio de Ciencia, Innovación y Universidades del Gobierno de España.Funders
-
Ministerio de Ciencia, Innovación y Universidades
Spain
- EDU2015-70912-C2-1-R
Bibliographic References
- Aberasturi, E., Correa, J. M., y Guerra, R. (2016). ARTikertuz, ¿qué conocimiento generamos a partir de la relación pedagógica entre profesorado?. EARI Educación Artística Revista de Investigación, 7, pp. 19-38. doi: https://doi.org/10.7203/eari.7.8134
- Achilli, E. L. (1996). Práctica docente y diversidad socio-cultural. Rosario: Homo Sapiens.
- Ball, S. J. (2003). Profesionalismo, gerencialismo y performatividad. Revista Educación y Pedagogía, 15(36), pp. 18-104.
- Ball, S. J. (2005). Profissionalismo, gerencialismo e performatividade. Cadernos de Pesquisa, 35, pp. 539-564.
- Barad, K. (1996). Meeting the Universe Halfway: Realism and Social Constructivism Without Contradiction. En L. H. Nelson y J. Nelson (Eds.), Feminism, Science, and the Philosophy of Science (pp. 161-194). Dordrecht: Kluwer Academic Publishers
- Barad, K. (2003). Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter. Signs: Journal of Women in Culture and Society, 28(3), pp. 801-831. doi: 10.1086/345321
- Bennett, J. (2010). Vibrant matter: A political ecology of things. Durham, NC: Duke University Press.
- Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.
- Braidotti, R. (2000). Sujetos nómades. Buenos Aires: Paidós Ibérica.
- Braidotti, R. (2006 ). Transpositions: On nomadic ethics. Cambridge: Polity Press.
- Braidotti, R. (2018). A Theoretical Framework for the Critical Posthumanities. Theory, Culture & Society, 0(0), pp. 1-13. doi: 10.1177/0263276418771486
- Coole, D., y Frost, S. (2010). New Materialisms. Ontology, Agency and Power. Durham: Duke University Press.
- Coole, D. H., y Frost, S. (2010). Introducing the new materialisms. En D. H. Coole y S. Frost (Eds.), New Materialisms: Ontology, Agency, and Politics (pp. 1–43). Durham, NC: Duke University Press
- De Landa, M. (2006a). Deleuzian Social Ontology and Assemblage Theory. En M. Fuglsang y B. M. Sorensen (Eds.), Deleuze and the Social (pp. 250-267). Edinburgh: Edinburgh University Press
- De Landa, M. (2006b). A new philosophy of society: Assemblage theory and social complexity. London, UK: Continuum.
- Deleuze, G. (1996). Conversaciones: 1972-1990 (J. L. Pardo, Trans. 2 ed.). Valencia: Editorial Pre-textos.
- Deleuze, G., y Guattari, D. (1993). ¿Qué es la filosofía? (1 ed.). Barcelona: Anagrama.
- Deleuze, G., y Guattari, D. (2004). Mil mesetas. Capitalismo y esquizofrenia (J. Vázquez, Trans.). Valencia: Editorial Pre-textos.
- Denzin, N. (2014). Interpretative Guidelines Interpretative Autoethnography (2 ed., pp. 35-48). London: SAGE
- Dolphijn, R., y van der Tuin, I. (2012). New Materialism: Interviews & Cartographies. Ann Arbor, Michigan: Open Humanities Press.
- Fox, N. J. (2015). Personal health technologies, micropolitics and resistance: A new materialist analysis. Health, 21(2), 136-153. doi: 10.1177/1363459315590248
- Fox, N. J., y Alldred, P. (2015). New materialist social inquiry: designs, methods and the research-assemblage. International Journal of Social Research Methodology, 18(4), pp. 399-414. doi: 10.1080/13645579.2014.921458
- Grosz, E. (2010). Feminism, Materialism, and Freedom. En D. Coole y S. Frost (Eds.), New Materialisms. Ontology, Agency and Power (pp. 139-157). Durham: Duke University Press
- Guattari, D., y Rolnik, S. (2006). Micropolítica. Cartografías del deseo. Madrid: Traficantes de sueños.
- Haraway, D. J. (1991a). Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Madrid: Ediciones Cátedra.
- Haraway, D. J. (1991b). A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late Twentieth Century Simians, Cyborgs, and Women: The Reinvention of Nature (pp. 149-181). New York: Routledge
- Hargreaves, A., y Fink, D. (2008). Distributed leadership: democracy or delivery? Journal of Educational Administration, 46(2), pp. 229-240. doi: doi:10.1108/09578230810863280
- Harvey, G. (2014). The handbook of contemporary animism. New York: Routledge.
- Hird, M. (2004). Feminist Matters: New Materialist Considerations of Sexual Difference. Feminist Theory, 5(2), pp. 223-232. doi: 10.1177/1464700104045411
- Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.
- Mazzei, L. A. (2003). Inhabited Silences: In Pursuit of a Muffled Subtext. Qualitative Inquiry, 9(3), pp.355-368. doi: 10.1177/1077800403009003002
- Mazzei, L. A. (2009). An impossibly full voice Voice in Qualitative Inquiry: Challenging Conventional, Interpretative, and Critical Conceptions in Qualitative Research (pp. 45-62). New York: Routledge
- Mazzei, L. A. (2013). Materialist mappings of knowing in being: researchers constituted in the production of knowledge. Gender and Education, 25(6), pp.776-785. doi: 10.1080/09540253.2013.824072
- McLaren, M. A. (2002). Feminism, Foucault, and Embodied Subjectivity. Albany, NY: State University of New York Press.
- Opfer, D. V., y Pedder, D. (2011). Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 276-407.
- Parr, A. (2010). The Deleuze Dictionary. Edinburgh: Edinburgh University Press.
- Sheridan, S. (2002). Words and Things: Some Feminist Debates on Culture and Materialism. Australian Feminist Studies, 17(37), pp.23-30. doi: 10.1080/08164640220123425
- St. Pierre, E. A. (1997). Methodology in the fold and the irruption of transgressive data. International Journal of Qualitative Studies in Education, 10(2), pp. 175-189. doi: 10.1080/095183997237278
- St. Pierre, E. A. (2000). Poststructural feminism in education: An overview. International Journal of Qualitative Studies in Education, 13(5), pp. 477-515. doi: 10.1080/09518390050156422
- St. Pierre, E. A. (2009). Afterword: Decentering voice in qualitative inquiry En A. Y. Jackson y L. A. Mazzei (Eds.), Voice in qualitative inquiry: challenging conventional, interpretative, and critical conceptions in qualitative research (pp. 221-236). New York Routledge.
- St. Pierre, E. A. (2011a). Post qualitative research: The critique and the coming after. En N. K. Denzin y Y. S. Lincoln (Eds.), Sage handbook of qualitative inquiry (4 ed., pp. 611-635). Los Angeles, CA: Sage.
- St. Pierre, E. A. (2011b). Post-Qualitative Research: The Critique and the Coming After. En N. K. Denzin y Y. S. Lincoln (Eds.), The SAGE Handbook of Qaulitative Research (pp. 627-644). London: SAGE.
- St. Pierre, E. A. (2017). Writing Post Qualitative Inquiry. Qualitative Inquiry, 24 (9), pp. 603-608. doi: 10.1177/1077800417734567
- St. Pierre, E. A., Jackson, A. Y., y Mazzei, L. A. (2016). New Empiricisms and New Materialisms. Cultural Studies ↔ Critical Methodologies, 16(2), 99-110. doi: doi:10.1177/1532708616638694
- Taguchi, H. L., y St.Pierre, E. A. (2017). Using Concept as Method in Educational and Social Science Inquiry. Qualitative Inquiry, 23(9), pp. 643-648. doi: 10.1177/1077800417732634
- Van der Tuin, I., y Dolphijn, R. (2010). The Transversality of New Materialism. Women: A Cultural Review, 21(2), pp. 153-171. doi: 10.1080/09574042.2010.488377
- Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
- Wenger-Trayner, E., Fenton-O’Creevy, M., Kubiak, C., Hutchinson, S., y Wenger-Trayner, B. (2014). Learning in Landscapes of Practice: Boundaries, identity, and knowledgeability in practice-based learning. (E. Wenger-Trayner, M. Fenton-O’Creevy, C. Kubiak, S. Hutchinson, & B. Wenger-Trayner, Eds.). Abingdon: Routledge. Recuperado de http://www.routledge.com/books/details/9781138022195/