PEEK · Mobilisation and transformation of personal educational knowledge for teaching: An ethnographic account on teacher knowledge
Horizon 2020 — Marie Skłodowska-Curie Actions
- Duration
- 2017-03-01 → 2019-02-28
- EU contribution
- €200,195
- Participants
- 1
- Scheme
- MSCA-IF
Lines connect the coordinator with its partners.
Results in brief
Mobilisation and transformation of personal educational knowledge for teaching: An ethnographic account on teacher knowledge
How do teachers develop their educational knowledge for teaching? The Marie Curie project PEEK (PErsonal Educational Knowledge for teaching) addressed this question both theoretically and in empirical research. Over the project period, the objective of PEEK was to explore how experienced teachers skilfully manage classroom situations, and how they address situations that remained difficult for them even though they are drawing on their extensive teaching experience. PEEK research provides insights into the professional development of teachers because the project explores the knowledge teachers draw on when they teach in everyday life classroom situations, and tracks how teachers revisit their experiences of these situations to engage in their professional development and adapt to the challenges they perceived. PEEK compiles insights into genuine practices of professional development of teachers, and thus provides important insights into the maintenance of educational services in European welfare states by pointing out themes which expert teachers themselves address in their routines of professional development.
Data: CORDIS, © European Union
Project objective
How do teachers rely on their educational knowledge in order to teach? An experienced teacher knows how to manage even challenging classroom situations, and performs skilfully because educational knowledge corresponds with knowing, a practical mode of knowledge that enables comprehension of a situation and affiliated situated action. Research to date predominantly attends to educational knowledge by addressing singular elements of teaching. The project PEEK addresses educational knowledge in empirical analysis from an ethnographic micro-level perspective and attends to personal orientation patterns of teachers that support transfer between educational knowledge and teaching.PEEK examines orientation patterns in which teachers frame their practice. Examination is informed by two conceptual frameworks: (1) Post-critical epistemology highlights that knowledge is used in distance to teaching to comprehend events, while knowing is used when a teacher is involved in teaching and manages these events. (2) Post-structuralist epistemology highlights transformations of knowing and knowledge that take place in technologies of the self. Both perspectives enable theoretical sensitivity for fieldwork.Ethnographic fieldwork incorporates a multi-sited approach: (1) Videographies of classroom interaction document knowing in classroom interaction. (2) Narrative interviews with teachers document reflective knowledge in which teachers condense and detail lived experiences. (3) Stimulated recalls offer ex post rationalisation of actions. (4) Video diaries provide stories of formation that reflect technologies of the self.Data analysis employs Documentary Method strategies and will result in an account on dimensions and characteristics of personal educational knowledge and how it is mobilised and transformed for teaching. This account contributes a grounded analysis to studies of personal educational knowledge, and provides the means to empower professional development of teachers.
Original text from CORDIS.
Participants
- KOBENHAVNS UNIVERSITET · KOBENHAVNCoordinatorDenmark
Links
Data: CORDIS, © European Union