Review Essay: Talking about Challenges of Being a Teacher

• Main Author: Eduardo Sarquis Soares
• Format: Article
• Language: deu
• Published: FQS 2004-09-01
• Series: Forum: Qualitative Social Research
• Subjects: being a teacher; participation; coteaching; cogenerative dialoguing; Spielraum; understanding of practice; praxis; praxeology; non-equilibrium systems
• Online Access: http://www.qualitative-research.net/index.php/fqs/article/view/582

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. URN: urn:nbn:de:0114-fqs040350