This chapter discusses how space and time acquire a renewed relevance in contemporary educational research, due to the transformations and challenges characterizing contemporary society. Indeed, the emergence of novel virtual and hybrid space-time configurations across a range of educational activities challenges established conceptions of the space-time of education. It is claimed that a dialogic conceptualization of space-time as chronotope might contribute to the development of a socio-material theoretical framework able to enrich our understanding of contemporary learning and education at the intersection between physical, virtual, social and semiotic space-times. Two main implications are discussed: a) The social organization of physical and virtual space-time of learning; b) The development of skills related to the management of space-time across educational and informal contexts. Empirical illustrations are used to concretely articulate such framework and to clarify the interdependency between societal changes, theoretical conceptualizations and methodological solutions adopted for making visible educationally relevant phenomena in the current historical conditions. The chapter is concluded by providing future directions for research in this field.
RE-CONCEPTUALISING THE SPACE–TIME OF TEACHERS’ PROFESSIONAL DEVELOPMENT
Ritella G.
Writing – Original Draft Preparation
;Ligorio M. B.Writing – Review & Editing
2023-01-01
Abstract
This chapter discusses how space and time acquire a renewed relevance in contemporary educational research, due to the transformations and challenges characterizing contemporary society. Indeed, the emergence of novel virtual and hybrid space-time configurations across a range of educational activities challenges established conceptions of the space-time of education. It is claimed that a dialogic conceptualization of space-time as chronotope might contribute to the development of a socio-material theoretical framework able to enrich our understanding of contemporary learning and education at the intersection between physical, virtual, social and semiotic space-times. Two main implications are discussed: a) The social organization of physical and virtual space-time of learning; b) The development of skills related to the management of space-time across educational and informal contexts. Empirical illustrations are used to concretely articulate such framework and to clarify the interdependency between societal changes, theoretical conceptualizations and methodological solutions adopted for making visible educationally relevant phenomena in the current historical conditions. The chapter is concluded by providing future directions for research in this field.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
