Becoming-teacher :: a rhizomatic look at first-year teaching /
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 perspectiv...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Rotterdam ; Boston ; Taipei :
Sense Publishers,
[2017]
|
| Schriftenreihe: | Imagination and praxis ;
12. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | Based in part on Strom's thesis (Ed. D., Montclair State University, 2014). |
| Beschreibung: | 1 online resource (xiii, 138 pages) |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789463008723 9463008721 |
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| 245 | 1 | 0 | |a Becoming-teacher : |b a rhizomatic look at first-year teaching / |c Kathryn J. Strom and Adrian D. Martin. |
| 264 | 1 | |a Rotterdam ; |a Boston ; |a Taipei : |b Sense Publishers, |c [2017] | |
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| 490 | 1 | |a Imagination and praxis: criticality and creativity in education and educational research ; |v volume 12 | |
| 500 | |a Based in part on Strom's thesis (Ed. D., Montclair State University, 2014). | ||
| 504 | |a Includes bibliographical references. | ||
| 520 | |a 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. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a 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'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. | |
| 650 | 0 | |a First year teachers |v Case studies. | |
| 650 | 0 | |a Science teachers |x Training of. | |
| 650 | 0 | |a High school teachers |x Training of. | |
| 650 | 0 | |a Urban schools. |0 http://id.loc.gov/authorities/subjects/sh85141329 | |
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| 650 | 6 | |a Enseignants (Enseignement secondaire) |x Formation. | |
| 650 | 6 | |a Écoles urbaines. | |
| 650 | 7 | |a EDUCATION |x Secondary. |2 bisacsh | |
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| 650 | 7 | |a High school teachers |x Training of |2 fast | |
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| 700 | 1 | |a Martin, Adrian D., |e author. | |
| 776 | 0 | 8 | |i Print version: |a Strom, Kathryn J. (Kathryn Jill). |t Becoming-teacher. |d Rotterdam ; Boston ; Taipei : Sense Publishers, [2017] |z 9789463008709 |w (OCoLC)968154149 |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn972530268 |
|---|---|
| _version_ | 1813903748345364480 |
| adam_text | |
| any_adam_object | |
| author | Strom, Kathryn J. (Kathryn Jill) Martin, Adrian D. |
| author_facet | Strom, Kathryn J. (Kathryn Jill) Martin, Adrian D. |
| author_role | aut aut |
| author_sort | Strom, Kathryn J. |
| author_variant | k j s kj kjs a d m ad adm |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1737 |
| callnumber-raw | LB1737.A3 S77 2017 |
| callnumber-search | LB1737.A3 S77 2017 |
| callnumber-sort | LB 41737 A3 S77 42017 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| 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'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. |
| ctrlnum | (OCoLC)972530268 |
| dewey-full | 373.1102 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.1102 |
| dewey-search | 373.1102 |
| dewey-sort | 3373.1102 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| genre | Electronic books. Case studies fast Case studies. lcgft http://id.loc.gov/authorities/genreForms/gf2017026140 Études de cas. rvmgf |
| genre_facet | Electronic books. Case studies Case studies. Études de cas. |
| id | ZDB-4-EBA-ocn972530268 |
| illustrated | Not Illustrated |
| indexdate | 2024-10-25T16:23:37Z |
| institution | BVB |
| isbn | 9789463008723 9463008721 |
| language | English |
| oclc_num | 972530268 |
| open_access_boolean | |
| owner | MAIN |
| owner_facet | MAIN |
| physical | 1 online resource (xiii, 138 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Sense Publishers, |
| record_format | marc |
| series | Imagination and praxis ; |
| series2 | Imagination and praxis: criticality and creativity in education and educational research ; |
| spelling | Strom, Kathryn J. (Kathryn Jill) author. Becoming-teacher : a rhizomatic look at first-year teaching / Kathryn J. Strom and Adrian D. Martin. Rotterdam ; Boston ; Taipei : Sense Publishers, [2017] ©2017 1 online resource (xiii, 138 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file Imagination and praxis: criticality and creativity in education and educational research ; volume 12 Based in part on Strom's thesis (Ed. D., Montclair State University, 2014). Includes bibliographical references. 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. Print version record. 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'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. First year teachers Case studies. Science teachers Training of. High school teachers Training of. Urban schools. http://id.loc.gov/authorities/subjects/sh85141329 Enseignants débutants Études de cas. Professeurs de sciences Formation. Enseignants (Enseignement secondaire) Formation. Écoles urbaines. EDUCATION Secondary. bisacsh First year teachers fast High school teachers Training of fast Science teachers Training of fast Urban schools fast Electronic books. Case studies fast Case studies. lcgft http://id.loc.gov/authorities/genreForms/gf2017026140 Études de cas. rvmgf Martin, Adrian D., author. Print version: Strom, Kathryn J. (Kathryn Jill). Becoming-teacher. Rotterdam ; Boston ; Taipei : Sense Publishers, [2017] 9789463008709 (OCoLC)968154149 Imagination and praxis ; 12. http://id.loc.gov/authorities/names/no2013047602 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463039 Volltext CBO01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463039 Volltext |
| spellingShingle | Strom, Kathryn J. (Kathryn Jill) Martin, Adrian D. Becoming-teacher : a rhizomatic look at first-year teaching / Imagination and praxis ; 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'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. First year teachers Case studies. Science teachers Training of. High school teachers Training of. Urban schools. http://id.loc.gov/authorities/subjects/sh85141329 Enseignants débutants Études de cas. Professeurs de sciences Formation. Enseignants (Enseignement secondaire) Formation. Écoles urbaines. EDUCATION Secondary. bisacsh First year teachers fast High school teachers Training of fast Science teachers Training of fast Urban schools fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85141329 http://id.loc.gov/authorities/genreForms/gf2017026140 |
| title | Becoming-teacher : a rhizomatic look at first-year teaching / |
| title_auth | Becoming-teacher : a rhizomatic look at first-year teaching / |
| title_exact_search | Becoming-teacher : a rhizomatic look at first-year teaching / |
| title_full | Becoming-teacher : a rhizomatic look at first-year teaching / Kathryn J. Strom and Adrian D. Martin. |
| title_fullStr | Becoming-teacher : a rhizomatic look at first-year teaching / Kathryn J. Strom and Adrian D. Martin. |
| title_full_unstemmed | Becoming-teacher : a rhizomatic look at first-year teaching / Kathryn J. Strom and Adrian D. Martin. |
| title_short | Becoming-teacher : |
| title_sort | becoming teacher a rhizomatic look at first year teaching |
| title_sub | a rhizomatic look at first-year teaching / |
| topic | First year teachers Case studies. Science teachers Training of. High school teachers Training of. Urban schools. http://id.loc.gov/authorities/subjects/sh85141329 Enseignants débutants Études de cas. Professeurs de sciences Formation. Enseignants (Enseignement secondaire) Formation. Écoles urbaines. EDUCATION Secondary. bisacsh First year teachers fast High school teachers Training of fast Science teachers Training of fast Urban schools fast |
| topic_facet | First year teachers Case studies. Science teachers Training of. High school teachers Training of. Urban schools. Enseignants débutants Études de cas. Professeurs de sciences Formation. Enseignants (Enseignement secondaire) Formation. Écoles urbaines. EDUCATION Secondary. First year teachers High school teachers Training of Science teachers Training of Urban schools Electronic books. Case studies Case studies. Études de cas. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1463039 |
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