The Resource Becoming-teacher : a rhizomatic look at first-year teaching, Kathryn J. Strom and Adrian D. Martin

Becoming-teacher : a rhizomatic look at first-year teaching, Kathryn J. Strom and Adrian D. Martin

Label
Becoming-teacher : a rhizomatic look at first-year teaching
Title
Becoming-teacher
Title remainder
a rhizomatic look at first-year teaching
Statement of responsibility
Kathryn J. Strom and Adrian D. Martin
Creator
Contributor
Author
Subject
Genre
Language
eng
Summary
Dominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level
Member of
Cataloging source
SEA
Dewey number
373.1102
Index
no index present
LC call number
LB1737.A3
LC item number
S77 2017
Literary form
non fiction
Nature of contents
bibliography
Series statement
Imagination and praxis: criticality and creativity in education and educational research
Series volume
volume 12
Label
Becoming-teacher : a rhizomatic look at first-year teaching, Kathryn J. Strom and Adrian D. Martin
Publication
Copyright
Note
Based in part on Strom's thesis (Ed. D., Montclair State University, 2014)
Bibliography note
Includes bibliographical references
http://library.link/vocab/branchCode
  • mel
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
ocn968154149
Dimensions
24 cm
Extent
xiii, 138 pages
Isbn
9789463008716
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
http://library.link/vocab/recordID
.b35632094
System control number
  • (OCoLC)968154149
  • ci35632094

Library Locations

    • Deakin University Library - Melbourne Burwood CampusBorrow it
      221 Burwood Highway, Burwood, Victoria, 3125, AU
      -37.846510 145.115099
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