How do teachers learn?
Cartographic Approaches on Teachers’ Corporeal, Ecological and Nomadic Learning

Barcelona, October 25th and 26th, 2018

In the last years, the members of the research groups Esbrina and Elkarrikertuz, have developed several research projects that have placed especial emphasis in the contextual and experiential dimensions of learning. These projects made evident that personal and professional knowledge cannot be separated from the biographic, cultural, social, technological, and affective experiences of the learners. In this respect, learning is embodied in an ecological process. This environmental notion of learning led us to develop the research project: “How do Teachers Learn: Educational Implications and Challenges for Addressing Social Change – APREN-DO” (EDU2015-70912-C2-1-R).

In this project we invited teachers from infant, primary and secondary schools in Catalonia and Basque Country to get involved in workshops to generate visual cartographies of those scenarios, inside and outside school, where they learn. We also asked them to participate in conversations to think about what they value as source of knowledge and experience, to generate forms of understandings of their nomadic learning displacements, their tensions and personal and professional learning expectations.

Cartographies have been ‘useful’ for our research because were taken as a strategy to generate ‘knowledge’ and relate to the theory (concepts such as ‘becoming’, ‘nomadic learning’ ‘gestures’, ‘rhizomatic relations’, and so on).

At the end of this project, we would like to invite colleagues to reflect and share issues and questions emerging from this nomadic process of inquiry:

  • How can we access ‘places’ beyond the pre- established frameworks for research on teachers’ learning?
  • How to think on teachers’ learning beyond objectivity, modern onto-epistemologies, and representational logic in research?
  • Which are the contributions of inventive methods to expanding and questioning the narrative of teachers’ biographical-learning trajectories?
  • In which ways the cartographic process affects teachers’ learning gazes and researchers’ positionalities?
  • How a nomadic approach could introduce disruptive ways of thinking about what research on teachers’ learning could be?
  • How notions such as “becoming, displacement, strength, assemblage, entanglement, affects, gestures…” could expand the ways of narrating and help to raise new questions about teachers’ learning -and the very notion of ‘learning’ itself?
  • Which are the potentialities of strategies coming from this nomadic approach of learning and researching to rethink teacher professional development? 

Program

October 25th, 2018
9:30 Reception will be opened
10:00 Welcome and introduction to the Symposium

Juana M. Sancho Gil
Esbrina research group coordinator

Estibaliz Jiménez de Aberasturi Apraiz
Elkarrikertuz research group coordinator

Carles Guerra Rojas
Director of Tàpies Fundation

10:30 The multi-dimensional mapping of transindividual sympathy

Keynote and conversation

Elizabeth de Freitas
Manchester Metropolitan University

12:00 Coffee break
12:30 Communications presentations and discussions
13:30 Break
15:00 Why does teacher learning matter? Critical Issues and Possibilities.

Keynote and conversation

Maria Assunção Flores
University of Minho

16:30 Coffee break
17:00 Communications presentations and discussions
19:00 End of the day
October 26th, 2018
10:00 Ecologies of practice, speculative gestures and disobedient pedagogies

Keynote and conversation

Dennis Atkinson
Goldsmith College. University of London

11:30 Coffee break
12:00 Researching as researchers’ affection process

Keynote and conversation

José Miguel Correa Gorospe
Elkarrikertuz research group. University of the Basque Country

13:30 Break
15:00 Teachers’ cartographies as territories to think about learning and affects

Keynote and conversation

Fernando Hernández-Hernández
Esbrina Research Group. University of Barcelona

16:30 Coffee break
17:00 Communications presentations and discussions
18:30 Final remarks

Asun Martinez and Aingeru Gutierrez-Cabello
Elkarrikertuz research group. University of the Basque Country

Joan-Anton Sánchez Valero and Maria Domingo Coscollola
Esbrina Research Group. University of Barcelona

19:00 End of the symposium

Papers

We invite all those interested in these issues to submit conceptual, practical and research papers around the previous questions attending the following considerations:

Language: Catalan, Spanish, or English.

File format: Microsoft Word.

Extension: minimum 700 words, maximum 1,400 (references included).

As a rule, especially for references, follow APA2016 standards.

Date: before July 15th 2018. Send your file to esbrina@ub.edu

Response on the accepted papers: July 25th 2018.

All papers will be accessible at the conference web page.

Paper template

Registration

You’ll find the registration form below, or following this link.

 

October 25th and 26th, 2018
Fundació Antoni Tàpies

Carrer d’Aragó, 255,
08007 Barcelona

 

Organized by

 

With support from

 

Scientific Committee

José Ignacio Rivas Flores
Universidad de Málaga

Adriana Gewerc Barujel
Universidad de Santiago de Compostela

Juan Bautista Rodríguez
Universidad de Granada

Jose Paiva
Universidad de Oporto

Christoph Meader
University of Teacher Education Zürich

Juliane Correa
Universidad Federal de Minas Gerais

Audra Skukauskaite
Klaipeda University, Lithuania

Apolline Torregrosa
Universidad de Ginebra

Daniel de Queiroz Lopes
Universidade Federal de Porto Alegre

Joaquin Paredes
Universidad Autónoma de Madrid

Carmen Alba
Universidad Complutense de Madrid