Authors:
- This book presents an empirical study utilizing Deleuzian and Deleuzoguattarian concepts to investigate the process of constructing practice in the first year of teaching
- This book presents an in-depth look into the actual process of beginning teachers’ translation of their pre-professional learning into practice, showing that the relationship between teacher learning and practice is non-linear and mediated by multiple other elements of an “assemblage
- This book presents a conceptualization of teaching as collectively produced by a constellation of factors and the interactions that occur between them, thus pushing back on the dominant, simplistic neoliberal view of teaching and efforts to “grade” teachers and teacher preparation programs based on student test scores
Part of the book series: Imagination and Praxis: Criticality and Creativity in Education and Educational Research (IPCC)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
This book presents an empirical study utilizing Deleuzian 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.
Authors and Affiliations
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California State University, East Bay, USA
Kathryn J. Strom
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New Jersey City University, USA
Adrian D. Martin
Bibliographic Information
Book Title: Becoming-Teacher
Book Subtitle: A Rhizomatic Look at First-Year Teaching
Authors: Kathryn J. Strom, Adrian D. Martin
Series Title: Imagination and Praxis: Criticality and Creativity in Education and Educational Research
DOI: https://doi.org/10.1007/978-94-6300-872-3
Publisher: SensePublishers Rotterdam
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature B.V. 2017
eBook ISBN: 978-94-6300-872-3Published: 28 January 2017
Edition Number: 1
Number of Pages: XIV, 138
Topics: Education, general