Patterns of participation - a framework for understanding the role of the teacher for classroom practice

Dorte Moeskær Larsen; Camilla Hellsten Østergaard; Jeppe Skott

Patterns of participation - a framework for understanding the role of the teacher for classroom practice

Dorte Moeskær Larsen
, Camilla Hellsten Østergaard
, Jeppe Skott

STEM-didaktik

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

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Abstract

Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

Originalsprog	Engelsk
Titel	Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 – 10, 2013). Middle East Technical University and ERME.
Forlag	Middle East Technical University
Publikationsdato	2013
Status	Udgivet - 2013
Begivenhed	8th Congress of the European Society for Research in Mathemathics Education: CERME8 - Manavgat-Side, Antalya, Tyrkiet Varighed: 6 feb. 2013 → 10 feb. 2013 Konferencens nummer: 8

Konference

Konference	8th Congress of the European Society for Research in Mathemathics Education
Nummer	8
Lokation	Manavgat-Side
Land/Område	Tyrkiet
By	Antalya
Periode	06/02/13 → 10/02/13

Adgang til dokumentet

WG17_Larsen_Ostergaard.pdfAccepteret manuskript, 162 KB

Citationsformater

Larsen, D. M., Østergaard, C. H., & Skott, J. (2013). Patterns of participation - a framework for understanding the role of the teacher for classroom practice. I Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 – 10, 2013). Middle East Technical University and ERME. Middle East Technical University.

Larsen, Dorte Moeskær ; Østergaard, Camilla Hellsten ; Skott, Jeppe. / Patterns of participation - a framework for understanding the role of the teacher for classroom practice. Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 – 10, 2013). Middle East Technical University and ERME.. Middle East Technical University, 2013.

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abstract = "Research on teachers{\textquoteright} knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher{\textquoteright}s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones. ",

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Larsen, DM, Østergaard, CH & Skott, J 2013, Patterns of participation - a framework for understanding the role of the teacher for classroom practice. i Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 – 10, 2013). Middle East Technical University and ERME.. Middle East Technical University, 8th Congress of the European Society for Research in Mathemathics Education, Antalya, Tyrkiet, 06/02/13.

Patterns of participation - a framework for understanding the role of the teacher for classroom practice. / Larsen, Dorte Moeskær; Østergaard, Camilla Hellsten; Skott, Jeppe.
Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 – 10, 2013). Middle East Technical University and ERME.. Middle East Technical University, 2013.

Publikation: Bidrag til bog/antologi/rapport › Konferenceartikel i proceeding › peer review

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AU - Skott, Jeppe

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N2 - Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

AB - Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

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