ABS295 - Collaborative teaching praxis as a locus of argumentation, deliberation and expansive learning

1.3 Learning, knowledge and agency
Paper in a Working Group Roundtable (WGRT)
3:50 PM, mardi 29 août 2017 (1 heure)
Convention Center - 2000 A - Table B
This paper aims to report on a collaborative teaching experience carried out in the context of the Institutional Program for Teacher Initiation (PIBID), within a subproject of English Language Teaching held at State University of Londrina/Brazil. In particular, it investigated emerging historical contradictions as elements that promoted deliberative dialogues and triggered expansive learning. The research is based on collaborative studies; Activity Theory and the Expansive Learning Cycle; Critical Discourse Analysis and Practical Argumentation/Deliberation. Five student teachers, a cooperating teacher, a supervisor and a coordinator participated in the collaborative English teaching experience and were in charge of four classes of senior high school students at a public school in Londrina. The research data consisted of audio recording transcripts of eight reflexive sessions, during which participants deliberated on difficulties and conflicts that surfaced in the course of praxis implementation. Data analysis, based on the interlocution between Practical Argumentation/Deliberation and the Expansive Learning Cycle, led to considerations about the ways in which language enables critical questioning and collaborative knowledge production, which served as a basis both for assessing proposed actions and for their potential transformation. Such movements, compared and contrasted with the Expansive Learning Cycle, suggested that the collaborative teaching praxis was a locus of expansive learning.
Universidade Estadual de Londrina
State University of Londrina

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