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?
Maria Assunção Flores Fernandes
University of Braga
Elizabeth de Freitas
Manchester Metropolitan University
Goldsmith College, University of London
Esbrina research group. University of Barcelona
José Miguel Correa Gorospe
Elkarrikertuz research group. University of the Basque Country
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 email@example.com
Response on the accepted papers: July 25th 2018.
All papers will be accessible at the conference web page.
With support from
José Ignacio Rivas Flores
Universidad de Málaga
Adriana Gewerc Barujel
Universidad de Santiago de Compostela
Juan Bautista Rodríguez
Universidad de Granada
Universidad de Oporto
University of Teacher Education Zürich
Universidad Federal de Minas Gerais
Klaipeda University, Lithuania
Universidad de Ginebra
Daniel de Queiroz Lopes
Universidade Federal de Porto Alegre
Universidad Autónoma de Madrid
Universidad Complutense de Madrid