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
N$T
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
  • dictionaries
  • 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)
Antecedent source
unknown
Bibliography note
Includes bibliographical references
http://library.link/vocab/branchCode
  • net
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Acknowledgements -- Introduction: Challenging Simplistic Narratives with Rhizomatics -- Thinking Rhizomatically in an Era of Neoliberalism -- Introduction -- Teaching and Teacher Education in an Era of Neoliberalism -- The Tree and the Rhizome -- Teaching as Rhizomatic Activity -- Social Justice Pedagogy and Beginning Teachers -- Dominant Pedagogies -- Teaching for Social Justice -- Challenging the Status Quo as a First Year Teacher -- Rhizomatic Inquiry -- Introduction -- Thinking Differently in Rhizomatic Research -- Post-Qualitative Research and Crystallization -- Case Study -- The Northeastern Teacher Residency Program -- Data Sources and Collection -- Analysis -- Ethics and Trustworthiness -- Teaching-Assemblages -- Introduction -- Mauro and Lincoln High School -- 11th Grade Teaching Assemblages -- Visualizing Crystallization -- 9th Grade Teaching Assemblages -- Waiting -- Summary -- Molar and Molecular Activity -- Introduction -- Bruce and the Northeastern Preparatory Magnet School -- Bruce{u2019}s Molar Lines -- Collaborative Problem Solving -- Institutional Molar Lines -- Molecular Activity with Students -- The Nerf Demonstration -- Becoming-Teacher -- Summary -- Disrupting the Status Quo through Lines of Flight -- Introduction -- June and Washington High School -- Practices Co-Produced by an Assemblage -- Negotiating with Students -- The M&M Experiment -- Other Assemblage Elements -- Processes of Becoming-Teacher -- The Criterion-Referenced Test -- Summary -- Using Rhizomatics to Think Differently about Teaching -- Introduction -- Teaching as Assemblage -- The Relational and Inter-Relational Work of Teaching -- Teacher Identity and Becoming -- Constructing a Pedagogy of Equity in Urban Schools -- Putting Rhizomatics to Work: Informing Practice, Policy, & Research -- Introduction -- Putting Rhizomatics to Work in Teacher Education -- Putting Rhizomatics to Work in Schools -- Putting Rhizomatics to Work in Policy and Research -- References
Control code
ocn972530268
Dimensions
unknown
Extent
1 online resource (xiii, 138 pages)
File format
unknown
Form of item
online
Isbn
9789463008723
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
c
Quality assurance targets
not applicable
http://library.link/vocab/recordID
.b36594623
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
  • (OCoLC)972530268
  • pebc9463008721

Library Locations

    • Deakin University Library - Geelong Waurn Ponds CampusBorrow it
      75 Pigdons Road, Waurn Ponds, Victoria, 3216, AU
      -38.195656 144.304955
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