Teacher Learning in a Social Context: Integrating Collaborative and Institutional Processes With the Study of Teacher Change

RESUMENEste trabajo analiza el uso del método de la problematización en una experiencia de educación a distancia de profesionales de la salud en Brasil, con la utilización de medios de comunicación integrados. El método de la problematización está dirigido a la adquisición del conocimiento vinculado al contexto social, lo cual permite una comparación entre la práctica vivida y los contenidos propuestos, para una reflexión y comprensión reelaboradade esta práctica. Los resultados obtenidos confirmaron la funcionalidad del método como opción pedagógica mediante la utilización de medios de comunicación conectados entre ambiente virtual, libro impreso y seguimento del professor tutor. Al final del curso, los proyectos de intervención elaborados fueron exitosos, indicando un aprendizaje significativo, con posibilidades de cambios efectivos en las prácticas.ABSTRACTThis paper analyzes use of the problematization method in a distance learning experiment carried out with health professionals in Brazil through the use of integrated media. This method is aimed at the acquisition of knowledge linked to social context, enabling a confrontation between experienced practices and proposed content. The results obtained confirmed the functionality of this method as a teaching option using media that connects the virtual learning environment, the printed book and tutor guidance. On completion of the course, the elaborated intervention projects were successful indicating meaningful learning, with the possibility of making changes to the practices.

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"To Take Them at Their Word": Language Data in the Study of Teachers' Knowledge

Harvard Educational Review ◽

10.17763/haer.66.4.3511321j38858h69 ◽

1996 ◽

Vol 66 (4) ◽

pp. 732-762 ◽

Cited By ~ 45

Author(s):

Donald Freeman

Keyword(s):

Social Context ◽

Teacher Learning ◽

Teacher Knowledge ◽

Integrated Approach ◽

Research Process ◽

Teacher Thinking ◽

Linguistic Theory ◽

Teacher Socialization ◽

Language Data

In this article, Donald Freeman traces how the field of research on what teachers know and how they act in classrooms, including studies of teacher thinking, teacher learning, and teacher socialization, has assumed that words can represent thought, and have thus focused on language as a way "into" understanding the inner worlds of teachers. Freeman argues that this view of language as providing a vehicle for thought — what he terms a representational view of language data — only provides part of the story. Drawing on concepts from linguistic theory, he argues that a presentational view of language data is necessary as well if we are to more fully understand the concealed relationships and social context that language embodies. He proposes an integrated approach to research on teacher knowledge that uses both views to develop a fuller understanding of teachers in relation to social context, the ways in which their thinking changes and evolves, and the role that the research process plays in shaping the data as it is gathered and analyzed.

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