| 期刊全稱 | Becoming-Teacher | | 期刊簡(jiǎn)稱 | A Rhizomatic Look at | | 影響因子2023 | Kathryn J. Strom,Adrian D. Martin | | 視頻video | http://file.papertrans.cn/183/182034/182034.mp4 | | 發(fā)行地址 | 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-dept | | 學(xué)科分類 | Imagination and Praxis: Criticality and Creativity in Education and Educational Research | | 圖書(shū)封面 |  | | 影響因子 | .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 micropo | | Pindex | Book 2017 |
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