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dc.contributor.authorMartin-Alonso, Diego
dc.contributor.authorBlanco-Garcia, Nieves 
dc.date.accessioned2018-09-10T12:12:56Z
dc.date.available2018-09-10T12:12:56Z
dc.date.created2018
dc.date.issued2018-09-10
dc.identifier.urihttps://hdl.handle.net/10630/16423
dc.description.abstractFollowing Dewey’s (1997) and Schwab’s (2013) ideas, Clandinin & Connelly (1992) developed their notion of teacher as curriculum maker, it means, the “teacher not so much as a maker of curriculum but as a part of it and to imagine a place for contexts, culture (Dewey´s notion of interaction), and temporality (both past and future contained in Dewey´s notion of continuity)” (p.365). In this way, teachers are not seen as implementers of curricular plans but as part of the curriculum making process. In other words, they understand that students create their curriculum in their experience at school when they interact with teachers and the environment. Therefore, the educational relationship creates the framework where learning can take place and students can build knowledge (Atkinson, 2015); it means, relationships generate meeting places that allow the making and reshaping of curriculum. If teaching takes place in the relationship, it means recognition (and acceptance) of the other person, of the otherness. It supposes trying to come into relation with the other, and it implies also acceptance of the uncertainty that otherness has. Therefore, education Is not about the implementation of an education programme in order to achieve (pre)determined results. It is not about intervention on students, but it is an experience of relationship where each one constructs their own story (Molina, Blanco & Arbiol, 2016). In short, curriculum is made through experiences that are lived in relation and, therefore, we could say that education is an act of relationship (Piussi, 2006). In this way, education does not require that teachers have the most appropriate knowledge and programme for every situation; the educational experience is unpredictable and ineffable, we cannot anticipate or face it completely (Van Manen, 2015). Thus, teaching requires becoming aware of how we build relationships and how we see the other person (Contreras, 2002).en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectProfesores - Formación profesionalen_US
dc.subject.otherEducational relationshipen_US
dc.subject.otherProfessional knowledgeen_US
dc.subject.otherListeningen_US
dc.subject.otherThoughtfulnessen_US
dc.subject.otherCurriculum makingen_US
dc.subject.otherPhenomenologyen_US
dc.titlePhenomenological research on professsional knowledge and educational relationship buildingen_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Ciencias de la Educaciónen_US
dc.relation.eventtitleECER 2018en_US
dc.relation.eventplaceBolzano, Italiaen_US
dc.relation.eventdate3-7 septiembreen_US


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