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Opendata, web and dolomites

PEEK

Mobilisation and transformation of personal educational knowledge for teaching: An ethnographic account on teacher knowledge

Total Cost €

EC-Contrib. €

Partnership

Views

Outcomes and
results

PEEK project word cloud

Explore the words cloud of the PEEK project. It provides you a very rough idea of what is the project "PEEK" about.

lived transformed orientation educational corresponds provides video diaries knowing narrative reflect attends action grounded interviews affiliated situated mode frame patterns manages comprehend epistemology distance professional frameworks interaction how transfer videographies empower empirical stories peek perspectives actions rely reflective contributes teacher self structuralist singular date events stimulated classroom predominantly post place teachers situations mobilised theoretical sensitivity sited recalls comprehension transformations micro teaching employs ethnographic critical examines incorporates rationalisation examination experiences technologies dimensions document conceptual perspective skilfully knows condense highlights strategies documentary practical ex personal situation data informed teach performs

Project "PEEK" data sheet

The following table provides information about the project.

Coordinator	KOBENHAVNS UNIVERSITET Organization address address: NORREGADE 10 city: KOBENHAVN postcode: 1165 website: www.ku.dk contact info title: n.a. name: n.a. surname: n.a. function: n.a. email: n.a. telephone: n.a. fax: n.a.
Coordinator Country	Denmark [DK]
Project website	https://mcc.ku.dk/research/focus-areas/peek/
Total cost	200˙194 €
EC max contribution	200˙194 € (100%)
Programme	1. H2020-EU.1.3.2. (Nurturing excellence by means of cross-border and cross-sector mobility)
Code Call	H2020-MSCA-IF-2015
Funding Scheme	MSCA-IF-EF-ST
Starting year	2017
Duration (year-month-day)	from 2017-03-01 to 2019-02-28

Partnership

Take a look of project's partnership.

#	participants	country	role	EC contrib. [€]
1	KOBENHAVNS UNIVERSITET	DK (KOBENHAVN)	coordinator	200˙194.00

Map

Leaflet | Map data © OpenStreetMap contributors, CC-BY-SA, Imagery © Mapbox

Project objective

How do teachers rely on their educational knowledge in order to teach? An experienced teacher knows how to manage even challenging classroom situations, and performs skilfully because educational knowledge corresponds with knowing, a practical mode of knowledge that enables comprehension of a situation and affiliated situated action. Research to date predominantly attends to educational knowledge by addressing singular elements of teaching. The project PEEK addresses educational knowledge in empirical analysis from an ethnographic micro-level perspective and attends to personal orientation patterns of teachers that support transfer between educational knowledge and teaching.

PEEK examines orientation patterns in which teachers frame their practice. Examination is informed by two conceptual frameworks: (1) Post-critical epistemology highlights that knowledge is used in distance to teaching to comprehend events, while knowing is used when a teacher is involved in teaching and manages these events. (2) Post-structuralist epistemology highlights transformations of knowing and knowledge that take place in technologies of the self. Both perspectives enable theoretical sensitivity for fieldwork.

Ethnographic fieldwork incorporates a multi-sited approach: (1) Videographies of classroom interaction document knowing in classroom interaction. (2) Narrative interviews with teachers document reflective knowledge in which teachers condense and detail lived experiences. (3) Stimulated recalls offer ex post rationalisation of actions. (4) Video diaries provide stories of formation that reflect technologies of the self.

Data analysis employs Documentary Method strategies and will result in an account on dimensions and characteristics of personal educational knowledge and how it is mobilised and transformed for teaching. This account contributes a grounded analysis to studies of personal educational knowledge, and provides the means to empower professional development of teachers.

Publications

List of publications.
year	authors and title	journal	last update
2018	Clemens Wieser Evidence and its integration into teacher knowledge: foucaultian perspectives to link research knowledge and teaching published pages: 637-650, ISSN: 0260-7476, DOI: 10.1080/02607476.2018.1516352	Journal of Education for Teaching 44/5	2019-09-02

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The information about "PEEK" are provided by the European Opendata Portal: CORDIS opendata.

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