In order to understand how technical artifacts are attuned to, interacted with, and shaped in various and varied classrooms, it is necessary to construct detailed accounts of the use of particular artifacts in particular classrooms. This paper presents a descriptive account of how a shared workspace was brought into use by a student pair in a face-to-face planning task. A micro-developmental perspective was adopted to describe how the pair established a purposeful connection with this unfamiliar artifact over a relatively short time frame. This appropriation was examined against the background of their regular planning practice. We describe how situational resources present in the classroom—norms, practices, and artifact —frame possible action, and how these possibilities are enacted by the pair. Analysis shows that the association of norms and practices with the technical artifact leads to a contradiction that surfaced as resistance experienced from the artifact. This resistance played an important part in the appropriation process of the pair. It signaled tension in the activity, triggered reflection on the interaction with the artifact, and had a coordinative function. The absence of resistance was equally important. It allowed the pair to transpose or depart from regular procedure without reflection.
A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated form. Even though empirical evidence shows effects of peer coaching and teacher satisfaction about coaching, the actual individual professional development processes have not been studied extensively. This article offers a way to analyze and categorize the learning processes of teachers who take part in a reciprocal peer coaching trajectory by using the Interconnected Model of Teacher Professional Growth as an analytical tool. Learning is understood as a change in the teacher's cognition and/or behavior. The assumption underlying the Interconnected Model of Teacher Professional Growth is that change occurs in four distinct domains that encompass the teacher's professional world: the personal domain, the domain of practice, the domain of consequence and the external domain. Change in one domain does not always lead to change in another, but when changes over domains do occur, different change patterns can be described. Repeated multiple data collection methods were used to obtain a rich description of patterns of change of four experienced secondary school teachers. The data sources were: audiotapes of coaching conferences, audiotapes of semi-structured learning interviews by telephone, and digital diaries with teacher reports of learning experiences. Qualitative analysis of the three data sources resulted in two different types of patterns: including the external domain and not including the external domain. Patterns of change within a context of reciprocal peer coaching do not necessarily have to include reciprocal peer coaching activities. When, however, patterns do include the external reciprocal peer coaching domain, this is often part of a change process in which reactive activities in the domains of practice and consequence are involved as well. These patterns often demonstrate more complex processes of change.
Dit onderzoek richt zich op het ontwikkelen van principes voor duurzame ontsluiting van een uniek archief binnen de Nederlandse podiumkunstensector: het archief van de Nederlandse mime. Hierbij staan drie vragen centraal: 1) Hoe ontsluit je een archief dat betrekking heeft op belichaamde kennis en voortkomt uit een bij uitstek fysieke praktijk? 2) Hoe kunnen principes voor ontsluiting ontwikkeld worden in antwoord op actuele vragen van studenten, docenten, en het brede professionele nationale en internationale werkveld? 3) Welke innovatieve vormen van kenniscirculatie zijn geschikt om de potentie van het archief ook voor andere kennisgebieden, buiten de kunsten, zichtbaar te maken? Dit postdoconderzoek van ATD docent Marijn de Langen bouwt voort op haar recente proefschrift Mime denken: Nederlandse mime als manier van denken in en door de theaterpraktijk (Universiteit Utrecht, 2017). Het onderzoek brengt actuele vraagstukken met betrekking tot het archief vanuit de opleiding en het beroepsveld in kaart, inventariseert sterke voorbeelden en bestaande strategieën van archiefontsluiting binnen- en buiten de podiumkunsten en analyseert relevante theorievorming. Gedurende het onderzoeksproces worden, in samenwerking met studenten, docenten en vakbeoefenaars, een aantal testcases/pilots gecreëerd waarin geëxperimenteerd wordt met mogelijke principes van ontsluiting. Dit kan de vorm aannemen van bijvoorbeeld een digitale presentatie, artistiek onderzoek, re-enactment. Het onderzoek laat zien hoe urgentie gegeven kan worden aan een archief, en positioneert zich binnen een hedendaags discours in wetenschap en kunst rondom de ontwikkeling van methodologie om belichaamde kennis te expliciteren en te dissemineren. Het project legt hierdoor een concrete basis voor toekomstige multidisciplinaire samenwerkingsprojecten.
