Patterns of participation - a framework for understanding the role of the teacher for classroom practic

Dorte Moeskær Larsen; Jeppe Skott; Camilla Hellsten Østergaard

Patterns of participation - a framework for understanding the role of the teacher for classroom practic

Dorte Moeskær Larsen
, Jeppe Skott
, Camilla Hellsten Østergaard

University of Southern Denmark
University College Copenhagen
UCL University College

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

Abstract

Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

Translated title of the contribution	Pattern of participation - en ramme til at forstå lærerens rolle i klasserummets praksis
Original language	English
Publication date	2013
Number of pages	10
Publication status	Published - 2013
Event	Congress of European Research in Mathematics Education (CERME 8) - Manavgat-Side, Antalya, Turkey Duration: 6 Feb 2013 → 10 Feb 2013 Conference number: 8

Conference

Conference	Congress of European Research in Mathematics Education (CERME 8)
Number	8
Location	Manavgat-Side
Country/Territory	Turkey
City	Antalya
Period	06/02/13 → 10/02/13

Access to Document

http://cerme8.metu.edu.tr/wgpapers/WG17/WG17_Larsen_Ostergaard.pdf

Cite this

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title = "Patterns of participation - a framework for understanding the role of the teacher for classroom practic",

abstract = "Research on teachers{\textquoteright} knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher{\textquoteright}s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.",

author = "Larsen, \{Dorte Moesk{\ae}r\} and Jeppe Skott and {\O}stergaard, \{Camilla Hellsten\}",

year = "2013",

language = "English",

note = "Congress of European Research in Mathematics Education (CERME 8), Cerme ; Conference date: 06-02-2013 Through 10-02-2013",

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Patterns of participation - a framework for understanding the role of the teacher for classroom practic. / Larsen, Dorte Moeskær; Skott, Jeppe; Østergaard, Camilla Hellsten.
2013. Paper presented at Congress of European Research in Mathematics Education (CERME 8), Antalya, Turkey.

Research output: Contribution to conference without a publisher/journal › Paper › Research › peer-review

TY - CONF

T1 - Patterns of participation - a framework for understanding the role of the teacher for classroom practic

AU - Larsen, Dorte Moeskær

AU - Skott, Jeppe

AU - Østergaard, Camilla Hellsten

N1 - Conference code: 8

PY - 2013

Y1 - 2013

N2 - Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

AB - Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences. The study suggests that the framework has some potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones.

M3 - Paper

T2 - Congress of European Research in Mathematics Education (CERME 8)

Y2 - 6 February 2013 through 10 February 2013

ER -

Patterns of participation - a framework for understanding the role of the teacher for classroom practic

Abstract

Conference

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