Intra-actions in the learning of infant, primary and secondary teachers
Abstract
This article aimed to approach some forms, modes, moments and places of learning of infant, primary and secondary teachers from the perspective of new materialism and empiricism. We did this, not only by focusing on interactions with their contexts, but also from the notion of "intra-actions" since our purpose was to go beyond the metaphysics of individualism which underlies conventional interpretations of "interactions". This allowed us to overcome the separation that logical-positivist research tends to make between people and objects. This article, therefore, considered that in teacher learning contexts teachers and objects are interconnected before the researcher's gaze separated them. The learning cartographies and narrations provided by the teachers who participated in the research and the conversations held with them allowed us to identify in their learning processes the intra-actions of spaces, times, conditions, expectations, resources, artefacts, etc. This enabled us to glimpse the mutual constitution of entangled organisms and the blurred boundaries between bodies and objects, considering them as discursive material phenomena. From a post-qualitative perspective, we situated this analysis from what the theory allowed us to think so that, rather than 'obtaining results', we contributed to understanding teacher learning and its implications for practice and initial and ongoing training. The article ended by posing implications and challenges regarding the usual understanding of both learning and pre-service and in-service teachers’ professional development.
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