Becoming-Teacher / Strom, Kathryn J.  

Público ISBD Ningún comentario para este registro. Título : Becoming-Teacher : A Rhizomatic Look at First-Year Teaching Tipo de documento: documento electrónico Autores: Strom, Kathryn J., ; Martin, Adrian D., Mención de edición: 1 ed. Editorial: Rotterdam : SensePublishers Fecha de publicación: 2017 Número de páginas: XIV, 138 p. ISBN/ISSN/DL: 978-94-6300-872-3 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación Clasificación: 370 Educación (generalidades) Resumen: Este libro presenta un estudio empírico que utiliza concepciones deleuzianas dominantes en el campo de la educación y posiciona el desarrollo docente y la enseñanza como transacciones lineales de causa y efecto completadas por los docentes como actores aislados y autónomos. Sin embargo, la rizomática, una filosofía no lineal emergente creada por Gilles Deleuze y Felix Guattari, ofrece una perspectiva que contrarresta estos supuestos que reducen la complejidad de la actividad y los fenómenos en el aula. En Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom y Martin emplean la rizomática para analizar las experiencias de Mauro, Bruce y June, tres profesores de ciencias de primer año en un distrito escolar urbano muy diverso. Al informar sobre las formas en que construyeron sus prácticas durante los primeros meses de su ingreso a la profesión docente, los autores exploran cómo estos maestros negociaron su aprendizaje preprofesional a partir de un programa de residencia docente orientado a la investigación y la justicia social con sus propias agendas y entendimientos profesionales. , estudiantes y contexto. En los tres casos, el trabajo docente surgió como producido conjuntamente por la actividad de múltiples elementos y simultáneamente moldeado por fuerzas macro y micropolíticas. Este enfoque innovador para investigar las múltiples interacciones que surgen en el primer año de enseñanza proporciona una perspectiva compleja del papel del aprendizaje docente en formación y los procesos no lineales de convertirse en docente. De interés para docentes, formadores de docentes e investigadores en educación, los casos discutidos en este texto brindan análisis fundamentados teóricamente que resaltan medios para apoyar a los docentes en la implementación de prácticas socialmente justas, interrumpiendo un paradigma educativo dominante perjudicial para estudiantes y docentes, e interactuando con herramientas productivas para teorizar una resistencia al movimiento educativo neoliberal en el nivel del aula. Nota de contenido: 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. Tipo de medio : Computadora Summary : 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. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Becoming-Teacher : A Rhizomatic Look at First-Year Teaching [documento electrónico] / Strom, Kathryn J., ; Martin, Adrian D.,  . -  1 ed.  . - Rotterdam : SensePublishers, 2017 . - XIV, 138 p. ISBN : 978-94-6300-872-3 Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación Clasificación: 370 Educación (generalidades) Resumen: Este libro presenta un estudio empírico que utiliza concepciones deleuzianas dominantes en el campo de la educación y posiciona el desarrollo docente y la enseñanza como transacciones lineales de causa y efecto completadas por los docentes como actores aislados y autónomos. Sin embargo, la rizomática, una filosofía no lineal emergente creada por Gilles Deleuze y Felix Guattari, ofrece una perspectiva que contrarresta estos supuestos que reducen la complejidad de la actividad y los fenómenos en el aula. En Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom y Martin emplean la rizomática para analizar las experiencias de Mauro, Bruce y June, tres profesores de ciencias de primer año en un distrito escolar urbano muy diverso. Al informar sobre las formas en que construyeron sus prácticas durante los primeros meses de su ingreso a la profesión docente, los autores exploran cómo estos maestros negociaron su aprendizaje preprofesional a partir de un programa de residencia docente orientado a la investigación y la justicia social con sus propias agendas y entendimientos profesionales. , estudiantes y contexto. En los tres casos, el trabajo docente surgió como producido conjuntamente por la actividad de múltiples elementos y simultáneamente moldeado por fuerzas macro y micropolíticas. Este enfoque innovador para investigar las múltiples interacciones que surgen en el primer año de enseñanza proporciona una perspectiva compleja del papel del aprendizaje docente en formación y los procesos no lineales de convertirse en docente. De interés para docentes, formadores de docentes e investigadores en educación, los casos discutidos en este texto brindan análisis fundamentados teóricamente que resaltan medios para apoyar a los docentes en la implementación de prácticas socialmente justas, interrumpiendo un paradigma educativo dominante perjudicial para estudiantes y docentes, e interactuando con herramientas productivas para teorizar una resistencia al movimiento educativo neoliberal en el nivel del aula. Nota de contenido: 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. Tipo de medio : Computadora Summary : 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. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]

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