Experience a sense of being, becoming and belonging to an educational design project as professional development - Archive ouverte HAL
Communication Dans Un Congrès Année : 2023

Experience a sense of being, becoming and belonging to an educational design project as professional development

Résumé

Research on professional development generally focuses on teacher change as the core of professional development. However, there remains an undocumented variability in how teachers change that identity studies try to document. This paper focuses explicitly on two teachers’, Diana and Nicolina, participation in an educational design research project and how the project might or might not support change when viewed from the teacher’s perspective. Through the lens of identity and ethics, we look at how teachers express a sense of being, becoming and belonging concerning their professional development. Participation in the project gives Diana a safe space of being the teacher she wants. But for Nicolina, the project is a way of becoming, providing other options for her future career. Both teachers feel a need, imagine a different way of being, and believe it is possible through their participation, and by that, the project supports change if they decide to change.
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Dates et versions

hal-04421205 , version 1 (27-01-2024)

Identifiants

  • HAL Id : hal-04421205 , version 1

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Andreas Ebbelind, Hanna Palmér, Jorryt van Bommel. Experience a sense of being, becoming and belonging to an educational design project as professional development. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04421205⟩

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