Intra-acciones en el aprender de docentes de infantil, primaria y secundaria

  1. Juana María Sancho-Gil 1
  2. José Miguel Correa-Gorospe 2
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

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: 115-140

Type: Article

DOI: 10.6018/EDUCATIO.387041 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

This article aimed to approach some forms, modes, moments and places of learning of infant, primary and secondary teachers from the perspective of new materialism and empiricism. We did this, not only by focusing on interactions with their contexts, but also from the notion of “intra-actions” since our purpose was to go beyond the metaphysics of individualism which underlies conventional interpretations of “interactions”. This allowed us to overcome the separation that logical-positivist research tends to make between people and objects. This article, therefore, considered that in teacher learning contexts teachers and objects are interconnected before the researcher’s gaze separated them. The learning cartographies and narrations provided by the teachers who participated in the research and the conversations held with them allowed us to identify in their learning processes the intra-actions of spaces, times, conditions, expectations, resources, artefacts, etc. Thisenabled us to glimpse the mutual constitution of entangled organisms and the blurred boundaries between bodies and objects, considering them as discursive material phenomena. From a post-qualitative perspective, we situated this analysis from what the theory allowed us to think so that, rather than ‘obtaining results’, we contributed to understanding teacher learning and its implications for practice and initial and ongoing training. The article ended by posing implications and challenges regarding the usual understanding of both learning and pre-service and in-service teachers’ professional development.

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Funding information

Investigación parcialmente financiada por Ministerio de Economía y Competitividad / EDU2015-70912-C2-1-R; EDU2015-70912-C2-2-R.

Funders

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