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首页> 外文期刊>International Journal of Qualitative Methods >Using Cartographies to Map Time and Space in Teacher Learning in and Outside School
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Using Cartographies to Map Time and Space in Teacher Learning in and Outside School

机译：用拟画来映射在学校和外部教师学习的时间和空间

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摘要

This article explores the relations between teachers’ visual cartographies and oral narratives to better understand the spatial and temporal relations on teacher learning. It builds on a research project whose main questions were: 1) How and where do secondary school teachers learn to teach? 2) What are the consequences of this learning in their pedagogical relations and their students’ learning processes and results? Since narrative research has been a common way of approaching the subject and have led to an emphasis on learning as a journey across contexts and over time, some of its contributions to explore teachers’ learning paths are theoretically discussed, and visual methods, particularly cartographies, are also examined. Furthermore, the article presents the analysis of cartographies and video recordings of 29 secondary school teachers focusing on the interactions in different spaces and moments in time described by them. Findings suggest that learning to be a teacher may happen in interactions with objects, people and spaces beyond the boundaries of school, university and formal places of training and learning. They also show that the rhizomatic character of the cartographies may not prevent teleological thinking or the idea that any kind of learning is purposeful. Finally, this paper concludes that teachers’ learning does not fit the representational frame that distinguishes between formal contents and leisure activities, classrooms and private spaces, lessons and bodies, emotions and knowledge.
机译：本文探讨了教师的视觉制图和口头叙事之间的关系，以更好地了解教师学习的空间和时间关系。它在一个研究项目上建立了哪个主要问题：1）中学教师如何以及在哪里学习教学？ 2）这种学习在他们的教学关系和学生的学习过程和结果的后果是什么？由于叙事研究一直是接近主题的常见方式，并导致重点在于，随着时间的推移，随着时间的推移，探索教师学习路径的一些贡献是理论上讨论的，以及视觉方法，尤其是备图，还检查了。此外，本文介绍了29名中学教师的制图和视频录制的分析，重点关注不同空间和时刻的相互作用。调查结果表明，学习成为一名教师可能会发生与学校，大学和正式培训和学习领域的对象，人员和空间的互动。他们还表明，制造的根茎特征可能不会阻止目的地思考或任何类型学习是有目的的想法。最后，本文得出结论，教师的学习不符合代表框架，这些框架区别于正式内容和休闲活动，教室和私人空间，课程和机构，情感和知识。

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