(Re)Learning What It Means to Participate: "Bringing Student and Teacher Perspectives into Dialogue"

Autor/in	Hinestroza, José Martínez
Titel	(Re)Learning What It Means to Participate: "Bringing Student and Teacher Perspectives into Dialogue"
Quelle	In: Elementary School Journal, 122 (2022) 4, S.616-641 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/719465
Schlagwörter	Student Participation; Teacher Role; Mathematics Education; Grade 3; Spanish; Immersion Programs; Elementary School Students; Elementary School Teachers; Student Attitudes; Teacher Attitudes; Second Language Learning + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerrolle; Mathematische Bildung; School year 03; 3. Schuljahr; Schuljahr 03; Spanisch; Immersionsprogramm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lehrerverhalten; Zweitsprachenerwerb
Abstract	Previous research on participation in mathematics classrooms has focused on adults' perspectives, which overemphasize the role of talk. Drawing on sociocultural theory, I define participation as a complex and situated phenomenon. I describe a participatory research collaboration where a Spanish immersion third-grade teacher, and I brought the students' and the teacher's perspectives on participation into dialogue. A social semiotics analytical framework informed the exploration of multimethods focus groups with the students and an interview with the teacher. Teacher-researcher collaborative data analysis supported the emergence of three main participation-related aspects: (1) beginning to consider multiple characteristics of participation; (2) relocating participation in a dynamic between the social and the individual; and (3) rethinking the teacher's role in participation. I argue that an initial step toward developing inclusive classrooms is for teachers and researchers to unlearn simplistic perspectives on participation, becoming learners of what it means to participate in particular contexts. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01