Collective Patterns of Teachers’ Action: A Documentary Interpretation of the Construction of Habitual Knowledge

Abstract

This article presents a research project carried out by academic researchers and practicing teachers who made an attempt to reconstruct the complexity of school reality and understand the cultural activity of the teams of teachers and students. We gained entirely different pictures of schools, filled with a unique language and symbols, specific organizational culture, exceptional sensitivity, methods of expressing understanding or disapproval of particular ways of perceiving in the school reality. A particular asset of our method of cultural studies is sensitivity to varieties of local determinants, focusing attention on conjunctive action patterns and cooperation with social actors.

Study review on the use of the documentary method in the field of research on and in schools in English-speaking scientific contexts

“…Whereas at least four studies from different research projects could be found in each of these clusters, eleven studies could not be clustered because they address quite different research topics. In the field of teacher research, communities of practice (Krzychala 2019), the role of gestures during lessons (Abels 2016), the relevance of being trained in a subject (Lagies 2021), parent-teacher counselling (Sauer 2017), and the role of differences in inclusive classrooms (Sturm 2019) were taken into account. In the field of student research, dealing with media in the classroom (Kraus 2007) and the relevance of rituals in daily school life (Göhlich & Wagner-Willi 2010) were investigated.…”

“…In the field of student research, dealing with media in the classroom (Kraus 2007) and the relevance of rituals in daily school life (Göhlich & Wagner-Willi 2010) were investigated. Beyond these topics, one study focusses on various dimensions of schooling (Krzychala & Zamorska 2014), one study focusses on educational inequality (Somel 2019), and another study focusses on developments -that is, on shifting frameworks of thought and practice -among art students (Loemke 2014). Finally, one study takes into account how preservice teachers learn by dealing with perplexities experienced in inquiry-based learning courses at university level (Paseka et al 2023).…”

Dokumentarische Schulforschung. Schwerpunkte: Schulentwicklung – Schulkultur – Schule als Organisation

“…Whereas at least four studies from different research projects could be found in each of these clusters, eleven studies could not be clustered because they address quite different research topics. In the field of teacher research, communities of practice (Krzychala 2019), the role of gestures during lessons (Abels 2016), the relevance of being trained in a subject (Lagies 2021), parent-teacher counselling (Sauer 2017), and the role of differences in inclusive classrooms (Sturm 2019) were taken into account. In the field of student research, dealing with media in the classroom (Kraus 2007) and the relevance of rituals in daily school life (Göhlich & Wagner-Willi 2010) were investigated.…”

“…In the field of student research, dealing with media in the classroom (Kraus 2007) and the relevance of rituals in daily school life (Göhlich & Wagner-Willi 2010) were investigated. Beyond these topics, one study focusses on various dimensions of schooling (Krzychala & Zamorska 2014), one study focusses on educational inequality , and another study focusses on developments -that is, on shifting frameworks of thought and practice -among art students (Loemke 2014). Finally, one study takes into account how preservice teachers learn by dealing with perplexities experienced in inquiry-based learning courses at university level (Paseka et al 2023).…”

Znaczenia Tutoringu Dla Uczenia Się Dorosłych. Studium Przypadku

“…opisanie znaczeń, jakie kryją się za tutoringiem. Szczegółowe twierdzenia, które wyprowadziłam z przeprowadzonych wywiadów odniosłam wyłącznie do perspektywy uczestników, ich mentalnych doświadczeń i emocjonalnych doznań 29 , nieśmiało aspirując do formułowania teoretycznych uogólnień.…”