Anywhere, anytime: the learning itineraries of teachers

Learning is not found in a specific space but occurs in different places and times. Currently, learning is understood as a continuous conversation that problematizes the naturalized, attending to the constant changes and causing an impact on teachers' work. The research focused on analyzing, following a case study methodology with 22 teachers, which are the learning itineraries (spaces, times, contexts, people, etc.) of Primary Education and Early Childhood Education teachers. Among other results, teachers showed that they learn within the school, but also beyond its walls, being able to acquire knowledge in diverse physical and virtual contexts, such as at school, traveling, practicing sports, in training courses, reading, in social networks, and others. Therefore, a union of the formal and informal areas is carried out, linking the professional knowledge with the personal experiences that make up their teaching identity. On the other hand, they also valued that their learning processes are carried out with people, such as family, schoolmates, students, learning communities, and others. On the contrary, teachers found some limitations when it came to learning, such as fear of being judged; as well as conditioning factors, such as motivation.