ERIC Number: EJ1071239
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 82
Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching
Strom, Kathryn J.
Journal of Teacher Education, v66 n4 p321-333 Sep-Oct 2015
Recent accountability policies seek to "grade" teacher preparation programs by the teaching evaluations of their graduates. This article addresses the problematic nature of the linear thinking underlying such reforms by examining the construction of teaching practices of Mauro, a first-year secondary science teacher who taught environmental and earth sciences. Drawn from a larger data set, the study uses concepts from rhizomatics, a non-linear theory of thought and social activity, and elements of postmodern grounded theory. Despite holding key factors constant across the two subject area settings, differences in the ways the teacher, students, and contextual conditions worked together helped produce strikingly different teaching practices in each set of classes. This study provides evidence that enacting pre-professional learning is a complex undertaking shaped by the ways the elements present in the school setting work together, and, thus, teaching is a collectively negotiated activity. The author offers implications for teacher preparation practice and policy, advocating for an ontological turn in teacher education research that focuses on processes of teaching rather than outcomes alone.
Descriptors: Beginning Teachers, Secondary School Teachers, Science Teachers, Grounded Theory, Teaching Methods, Qualitative Research, Preservice Teacher Education, Learning, Educational Environment, Case Studies, Urban Schools, Classroom Environment, Student Characteristics, Context Effect
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A