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  • 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. (xsd:string)
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?:dateModified
  • 2004 (xsd:gyear)
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  • 2004 (xsd:gyear)
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  • en (xsd:string)
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?:issn
  • 1438-5627 ()
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  • 3 (xsd:string)
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  • Review Essay: Talking about Challenges of Being a Teacher (xsd:string)
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  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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  • GESIS-SSOAR (xsd:string)
  • In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 5, 2004, 3 (xsd:string)
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?:urn
  • urn:nbn:de:0114-fqs040350 ()
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  • 5 (xsd:string)