Geografías e historias de aprendizaje de docentes de secundaria. Intersecciones, tránsitos y zonas de no saber

  1. Alejandra Bosco Paniagua 2
  2. Cristina Alonso Cano 1
  3. Raquel Miño Puigcercós 1
  1. 1 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  2. 2 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

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

ISSN: 1989-466X,  1699-2105

Datum der Publikation: 2019

Titel der Ausgabe: La perspectiva postcualitativa y la posibilidad de pensar en ‘otra’ investigación educativa

Ausgabe: 37

Nummer: 2

Seiten: 67-92

Art: Artikel

DOI: 10.6018/EDUCATIO.387021 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Educatio siglo XXI: Revista de la Facultad de Educación

Zusammenfassung

L’article présente une partie des processus et des résultats d’un projet de recherche qui explore les types d’apprentissages, mais aussi comment, avec quoi et où les enseignants du secondaire apprennent dans leurs centres et à l’extérieur de ceux-ci. Après avoir pré-senté la perspective onto épistémologique dans laquelle se situe l’étude et les progrès qu’elle prétend apporter, nous nous référons brièvement à l’approche méthodologique et aux participants de la recherche. Ensuite, nous nous concentrons sur huit enseignants qui travaillent dans l’un des trois lycées ayant collaboré à l’étude. Pour cela, nous situons le contexte et les processus développés, pour réaliser une approximation de leurs géogra-phies et histoires d’apprentissage. Le processus d’analyse suivi est ensuite problématisé et s’identifient les scénarios avec lesquels les enseignants apprennent identifiés, ainsi que les transits entre scénarios et les notions d’apprentissage qui émergent dans leurs géographies et leurs histoires d’apprentissage. Finalement, nous situons les contributions de ces pratiques de recherche narrative pour la recherche en éducation et la formation des enseignants.

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Fuente de los datos: Dialnet