Teaching and Learning Moments as Subjectively Problematic: Foundational Assumptions and Methodological Entailments

Autor/inn/en	Carlin, Andrew P.; Moutinho, Ricardo
Titel	Teaching and Learning Moments as Subjectively Problematic: Foundational Assumptions and Methodological Entailments
Quelle	In: Educational Philosophy and Theory, 54 (2022) 1, S.48-60 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carlin, Andrew P.) ORCID (Moutinho, Ricardo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1848536
Schlagwörter	Teaching Methods; Learning Processes; Educational Philosophy; Educational Environment; Classroom Environment; Classification; Phenomenology; Discourse Analysis; Classroom Communication; Cooperative Learning; Models + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsphilosophie; Erziehungsphilosophie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Classification system; Klassifikation; Klassifikationssystem; Phenomenological psychology; Phänomenologie; Psychologie; Diskursanalyse; Klassengespräch; Kooperatives Lernen; Analogiemodell
Abstract	This article takes a conceptual approach to an issue of pedagogical relevance--the presence of "teaching and learning moments" within educational environments. We suggest sources of philosophical confusions that design patterns for the classification and creation of typologies of classroom events. We identify three foundational assumptions with the way in which classroom events are analyzed: (1) Describing a classroom event (how it may be identified and described as a "teaching and learning moment"); (2) Devising a procedure for co-classifying events (introducing a typology distinguishing "teaching and learning moments"); (3) Repurposing decontextualized events to fit a preferred analytic model (distorting the phenomenology of events for the purpose of classifying these as "teaching and learning moments"). Hitherto these assumptions have obscured the phenomenal integrity of the learning environment; since the topic sought is based on critical incidents according to analysts' interests, but not on the actual identifying details of the setting as made available by the participants. While "teaching and learning moments" are generic issues, in methodological terms these matters have to be explored in their details. In our article, we align ourselves with particular research approaches, namely ethnomethodology and conversation analysis, that facilitate close analysis of 'perspicuous settings', such as classroom interactions, through which phenomena such as "teaching and learning moments" are made visible as collaborative accomplishments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01