¿Cómo aprenden los docentes?
This book gives an account of what has happened to us during the three intense years in which researchers and teachers in early childhood, primary and secondary education have walked together with the desire to understand how we learn inside and outside schools. In this transit they have given us their time, their cartographic scores, their stories and their learning trajectories.
But what is presented here also tells our stories as researchers. This trip has allowed us to reflect on the routes taken, show the doubts that arise along the way, bring to light the debates among researchers, point out the unexpected movements, as well as make visible the surprises, deviations and, especially, the places of not knowing that emerge in an investigation that moves like a rhizome.
The book is an exercise in transparency and visibility that, unlike most articles, reveals the ins and outs of the study process and what happens in all research: that it is not a linear course, in which the initially plan is carried out without doubts or fissures. On the contrary, it is an investigation that is configured in its becoming. That it does not follow a planning that predetermines what is to come before being carried out, but rather conforms to the process that is lived in the “field”, in the encounters between researchers and in writing.
In addition, each of the chapters offers contributions that can illuminate the understanding of how and where teachers learn and the meaning they give when learning. The contributions of the research approach that has been carried out are equally valuable, both for teacher training and to rethink the meaning of school education.