Cartografías en torno a los tránsitos en el aprender de docentes en educación infantil y primaria

  1. Aingeru Gutiérrez-Cabello Barragán 1
  2. Estibaliz Aberasturi-Apraiz 1
  1. 1 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: 93-114

Type: Article

DOI: 10.6018/EDUCATIO.387031 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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

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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

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Data source: Dialnet