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Ethnographical mapping of thick places: Teaching and learning practices in teacher training schools
Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).ORCID iD: 0000-0002-2972-6273
2017 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to use an ethnographic method in order to map where understandings of teaching and learning practices (TaLP) are being discussed in three schools. The questions posed are: what are the relations between thick places, meaning, affect, and TaLP? This study uses an ethnographic method outside the classroom and in between different activities as a starting point for understanding TaLP and where many students at the same school produce thick places of affect and meaning. The main conclusion from this study is that matters of where, what, and who are shaping TaLP. Another important conclusion from this study is that training schools offer new conditions for teacher students, but also offer new opportunities for ethnographic studies that aim at understanding these school environments with a range of new questions. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Place, publisher, year, edition, pages
Abingdon: Taylor & Francis, 2017.
Keyword [en]
Ethnographic study, teaching and learning practices, training schools, thick places for didactic talks, time and place
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Didactics
Identifiers
URN: urn:nbn:se:hh:diva-32271DOI: 10.1080/17457823.2017.1387064Scopus ID: 2-s2.0-85031410067OAI: oai:DiVA.org:hh-32271DiVA: diva2:1039394
Available from: 2016-10-24 Created: 2016-10-24 Last updated: 2017-12-06Bibliographically approved

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Jonasson, Mikael

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  • de-DE
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