ABSTRACT

This article builds on APREN-DO research project, which explores how secondary school teachers learn, using an inclusive research approach and visual and narrative methods. To this end, twenty-eight secondary school teachers created and narrated their learning cartographies, showing what, how, where, with whom, and with what they learn. This paper challenges traditional conceptions of learning (mainly cognitive or individual) and introduces the notion of learning ecosystems where intra-action is at the core of learning. It considers the (dis)continuous, non-linear, fragmented and fractal dimensions of learning made up of intra-actions between living beings, culture, and matter. It provides results on the learning characteristics of teachers, and the peculiarities of their significant ecosystems (professional, familial, and educational). It evidences that teachers’ learning takes place everywhere, in every space, at every moment of their lives, with different people and the surrounding resources. We also highlight suggestions for improving teachers’ professional development.

摘要

本文建立在 APREN-DO 研究项目的基础上，该项目使用包容性研究方法以及视觉和叙述方法探索中学教师的学习方式。为此，28 名中学教师创建并讲述了他们的学习地图，展示了他们学习的内容、方式、地点、与谁以及与什么一起学习。本文挑战了传统的学习概念（主要是认知或个人），并介绍了学习生态系统的概念，其中内部行动是学习的核心。它考虑了由生物、文化和物质之间的内部行为组成的学习的（不）连续、非线性、碎片化和分形维度。它提供了有关教师学习特征及其重要生态系统（专业、家庭和教育）特性的结果。它证明了教师的学习无处不在，在每一个空间，在他们生活的每一刻，与不同的人和周围的资源一起发生。我们还强调了提高教师专业发展的建议。