Review Essay: Talking about Challenges of Being a Teacher
Being and Becoming in the Classroom presents a reflection established inside educational practice, which allows us to understand the learning process of teachers while they are immersed in their daily work. ROTH analyzes very concrete situations that are experienced by educators as part of their professional lives. Thinking from a teacher's point of view, I intend to suggest that the idea of situated knowledge, which integrates the background of the book, can be expanded when it includes an articulation of social conflicts. For discussing that idea, I take advantage of my own practice as source of empirical evidence, trying to learn one of the most important lessons that the book brought me, relating to the implications of the concepts of praxis and the understanding of practice. I discuss ROTH's key concept of Spielraum (room to maneuver) starting from the ideas contained in the book, and again proposing a counterpoint with my own experiences.
being a teacher; participation; coteaching; cogenerative dialoguing; Spielraum; understanding of practice; praxis; praxeology; non-equilibrium systems