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

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to 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.

Original language	English
Title of host publication	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.
Publisher	Middle East Technical University
Publication date	2013
Publication status	Published - 2013
Event	8th Congress of the European Society for Research in Mathemathics Education: CERME8 - Manavgat-Side, Antalya, Turkey Duration: 6 Feb 2013 → 10 Feb 2013 Conference number: 8

Conference

Conference	8th Congress of the European Society for Research in Mathemathics Education
Number	8
Location	Manavgat-Side
Country/Territory	Turkey
City	Antalya
Period	06/02/13 → 10/02/13

Access to Document

WG17_Larsen_Ostergaard.pdfAccepted author manuscript, 162 KB

Cite this

Larsen, D. M., Østergaard, C. H., & Skott, J. (2013). Patterns of participation - a framework for understanding the role of the teacher for classroom practice. In 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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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. ",

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booktitle = "Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME 8, February 6 {\textendash} 10, 2013). Middle East Technical University and ERME.",

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note = "8th Congress of the European Society for Research in Mathemathics Education ; Conference date: 06-02-2013 Through 10-02-2013",

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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. in 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, Turkey, 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.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution to proceeding › peer-review

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AU - Skott, Jeppe

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PY - 2013

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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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