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020 $a9789463008723 (ebook)

020 $a9789463008709 (pbk.)

020 $a9789463008716 (hbk.)

035 $a00312324

041 0 $aeng

050 4$aLB1737.A3$bS77 2017

082 04$a373.1102$223

090 $aE-BOOK/373.1102///UE015918

100 1 $aStrom, Kathryn J.$3469600

245 10$aBecoming-teacher$h[electronic resource] :$ba rhizomatic look at first-year teaching /$cby Kathryn J. Strom, Adrian D. Martin.

260 $aRotterdam :$bSensePublishers :$bImprint: SensePublishers,$c2017.

300 $axiv, 138 p. :$bill., digital ;$c24 cm.

490 1 $aImagination and praxis: criticality and creativity in education and educational research ;$vv.12

505 0 $aAcknowledgements -- 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.

520 $aThis 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.

650 0$aFirst year teachers$vCase studies.$3469603

650 0$aScience teachers$xTraining of.$3180123

650 0$aHigh school teachers$xTraining of.$3451654

650 0$aUrban schools.$3417376

650 14$aEducation.$3197658

650 24$aEducation, general.$3406564

700 1 $aMartin, Adrian D.$3469601

710 2 $aSpringerLink (Online service)$3374217

773 0 $tSpringer eBooks

830 0$aImagination and praxis ;$vv.12.$3469602

856 40$uhttps://erm.library.ntpu.edu.tw/login?url=http://dx.doi.org/10.1007/978-94-6300-872-3$z線上閱讀(Springer)

950 $aEducation (Springer-41171)

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