Las zonas grises de estudiantes y docentes como acontecimientoAprender de lo que nos perturba

Resumen

The connection between what university teachers want to teach, the conditions and resources we have, what we are capable of sharing with our students, and what our students carry with them (learn) after the course finishes, is not clear or lineal. The complex relationship between the course syllabus and how the class actually progresses is full of shadows, places of unknowing, of decisions made in the moment. This framework, which is part of the research carried out by Indaga-t, a group for teaching innovation, has lead us to analyze the grey zones, understood as missing links, which position us in a situation of unknowing regarding our learning as teachers. This article starts with the notion of 'education event' (Atkinson, 2012) from which our research emerges. Then, we explain the methodological decisions developed to answer the following question: What do grey zones mean, in terms of learning, for students and teachers? As evidence we use personal narratives, the identification of significant moments and a forum where students discussed that fundamental question. The analysis of the evidence has allowed us to elaborate on the characteristics of these so-called grey zones and on their consequences for teaching and assessment at the university.