El presente artículo explora, a través de la reflexión del profesorado, en las complejidades de invocar las experiencias cotidianas de los
estudiantes como recurso para las actividades educativas-
Referencia:
Silseth, K, & Erstad, O. (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education, 112, 103633. https://doi.org/10.1016/j.tate.2022.103633
Resumen
This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent teacher conferences taking place at a lower secondary school. The analysis shows how teachers reflect upon the relationship between students’ lives outside and inside school, some of the complexities and tensions that emerges when students’ everyday knowledge is invoked in instructional work in classrooms, and how students’ everyday lives are activated as resources in parent-teacher conferences by the participants for building meaning together. We discuss issues teachers may reflect upon when planning and conducting educational activities that are sensitive to students’ learning lives and everyday experiences.
Enlace:
https://www.sciencedirect.com/science/article/pii/S0742051X2200004X