Review Essay: Talking about Challenges of Being a Teacher

Abstract: Being and Becoming in the Classroom presents a reflection established inside educa­tional practice, which allows us to understand the learning process of teachers while they are im­mersed in their daily work. ROTH analyzes very concrete situations that are experienced by edu­cators as part of their professional lives. Thinking from a teacher's point of view, I intend to suggest that the idea of situated knowledge, which inte­grates the background of the book, can be ex­pand­ed when it includes an articulation of social conflicts. For discussing that idea, I take advan­tage of my own practice as source of empirical evi­dence, trying to learn one of the most important lessons that the book brought me, relating to the im­plica­tions of the concepts of praxis and the under­stand­ing of practice. I discuss ROTH's key con­cept of Spielraum (room to maneuver) starting from the ideas contained in the book, and again pro­posing a counterpoint with my own experiences. URN: urn:nbn:de:0114-fq.... https://www.qualitative-research.net/index.php/fqs/article/view/582

Objekt anzeigen

• Standort: Deutsche Nationalbibliothek Frankfurt am Main
• Umfang: Online-Ressource
• Sprache: Englisch

Verweise und Beziehungen

• Erschienen in: Review Essay: Talking about Challenges of Being a Teacher ; volume:5 ; number:3 ; day:30 ; month:09 ; year:2004 ; Forum qualitative Sozialforschung ; 5, Heft 3 (30.09.2004)

Beteiligte, Orts- und Zeitangaben

• Urheber: Soares, Eduardo Sarquis

Weitere Informationen

• DOI: 10.17169/fqs-5.3.582
• URN: urn:nbn:de:0114-fqs040350
• Rechteinformation: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.