Abstract
Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences
| Original language | English |
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| Publication date | 2013 |
| Number of pages | 10 |
| Publication status | Published - 2013 |
| Externally published | Yes |
| Event | The Eighth Congress of European Research in Mathematics Education - Manavgat-Side, Antalya, Turkey Duration: 6. Feb 2013 → 10. Feb 2013 Conference number: 8 |
Conference
| Conference | The Eighth Congress of European Research in Mathematics Education |
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| Number | 8 |
| Country/Territory | Turkey |
| City | Manavgat-Side, Antalya |
| Period | 06/02/2013 → 10/02/2013 |