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

Dorte Moeskær Larsen; Jeppe Skott; Camilla Hellsten Østergaard

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

Bidragets oversatte titel: Pattern of participation - en ramme til at forstå lærerens rolle i klasserummets praksis

Dorte Moeskær Larsen, Jeppe Skott, Camilla Hellsten Østergaard

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

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.

Bidragets oversatte titel	Pattern of participation - en ramme til at forstå lærerens rolle i klasserummets praksis
Originalsprog	Engelsk
Publikationsdato	2013
Antal sider	10
Status	Udgivet - 2013
Begivenhed	Congress of European Research in Mathematics Education (CERME 8) - Manavgat-Side, Antalya, Tyrkiet Varighed: 6 feb. 2013 → 10 feb. 2013 Konferencens nummer: 8

Konference

Konference	Congress of European Research in Mathematics Education (CERME 8)
Nummer	8
Lokation	Manavgat-Side
Land/Område	Tyrkiet
By	Antalya
Periode	06/02/13 → 10/02/13

Adgang til dokumentet

Citationsformater

@conference{8b3f90e71af4419fb471850eadbce4bb,

title = "Patterns of participation - a framework for understanding the role of the teacher for classroom practice.",

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. ",

author = "Larsen, \{Dorte Moesk{\ae}r\} and Jeppe Skott and {\O}stergaard, \{Camilla Hellsten\}",

year = "2013",

language = "English",

note = "Congress of European Research in Mathematics Education (CERME 8) ; Conference date: 06-02-2013 Through 10-02-2013",

}

Patterns of participation - a framework for understanding the role of the teacher for classroom practice. / Larsen, Dorte Moeskær; Skott, Jeppe; Østergaard, Camilla Hellsten.
2013. Afhandling præsenteret på Congress of European Research in Mathematics Education (CERME 8), Antalya, Tyrkiet.

Publikation: Konferencebidrag uden forlag/tidsskrift › Paper/skriftligt oplæg › Forskning › peer review

TY - CONF

T1 - Patterns of participation - a framework for understanding the role of the teacher for classroom practice.

AU - Larsen, Dorte Moeskær

AU - Skott, Jeppe

AU - Østergaard, Camilla Hellsten

N1 - Conference code: 8

PY - 2013

Y1 - 2013

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.

M3 - Paper

T2 - Congress of European Research in Mathematics Education (CERME 8)

Y2 - 6 February 2013 through 10 February 2013

ER -

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

Abstract

Konference

Adgang til dokumentet

Fingeraftryk

Citationsformater