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 Estibaliz Jiménez de Aberasturi Apraiz Carles Guerra Rojas |
| 10:30 | The multi-dimensional mapping of transindividual sympathy
Keynote and conversation Elizabeth de Freitas |
| 12:00 | Coffee break |
| 12:30 | Communications
The attendees are distributed in discussion tables in the room. Group 1: Cartographies related to education and training.
Group 2a: Teacher trajectories cartographies
Group 2b: Teacher trajectories cartographies
Group 3a. Teachers’ trajectories and experiences
|
| 13:30 | Break |
| 15:00 | Why does teacher learning matter? Critical Issues and Possibilities.
Keynote and conversation Maria Assunção Flores |
| 16:30 | Coffee break |
| 17:00 | Communications
The attendees are distributed in discussion tables in the room. Group 3b. Teachers’ trajectories and experiences
Group 4a. Learning in teaching students at university
Group 4b. Learning in teaching students at university
|
| 18:00 | End of the day |
| October 26th, 2018 | |
| 10:00 | Ecologies of practice, speculative gestures and disobedient pedagogies
Keynote and conversation Dennis Atkinson |
| 11:30 | Coffee break |
| 12:00 | Researching as researchers’ affection process
Keynote and conversation José Miguel Correa Gorospe |
| 13:30 | Break |
| 15:00 | Teachers’ cartographies as territories to think about learning and affects
Keynote and conversation Fernando Hernández-Hernández |
| 16:30 | Coffee break |
| 17:00 | Communications
The attendees are distributed in discussion tables in the room. Group 5. Multimodalities in learning processes
Group 6. Cartographies, corporeities and biographical movements
|
| 18:00 | What the new ontology brings to rethinking research and education.
Roundtable Chair: Fernando Hernández Juana M. Sancho Elizabeth de Freitas Dennis Atkinson |
| 19:00 | Final remarks
Asun Martinez and Aingeru Gutierrez-Cabello Joan-Anton Sánchez Valero and Maria Domingo Coscollola |
| 19:30 | 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 templateRegistration
You’ll find the registration form following this link.
RegistrationCarrer 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