Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching

Autor/in	Strom, Kathryn J.
Titel	Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching
Quelle	In: Journal of Teacher Education, 66 (2015) 4, S.321-333 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487115589990
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Lehramtsstudiengang; Lehrerausbildung; Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01