Diffraction as an Otherwise Practice of Exploring New Teachers' Entanglements in Time and Space

Autor/in	Lambert, Louise
Titel	Diffraction as an Otherwise Practice of Exploring New Teachers' Entanglements in Time and Space
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.421-435 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1884587
Schlagwörter	Preservice Teacher Education; Educational Practices; Teacher Competencies; Reflective Teaching; Reflection; Humanism; Philosophy; Teaching Methods; Creativity; Workshops; Art Activities; Inquiry; Foreign Countries; Social Justice; Beginning Teachers; Affective Behavior; Instruction; Teacher Role; Teacher Educators; Ethics; United Kingdom + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Bildungspraxis; Lehrkunst; Humanismus; Philosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Kreativität; Lernwerkstatt; Schulung; Künstlerische Tätigkeit; Ausland; Soziale Gerechtigkeit; Junior teacher; Junglehrer; Affective disturbance; Active behaviour; Affektive Störung; Teaching process; Unterrichtsprozess; Lehrerrolle; Teacher education; Education; Lehrerbildung; Ethik; Großbritannien
Abstract	In this paper, I propose shifts in perspective and practice in initial teacher education from the reflective to the diffractive practitioner as a productive way of supporting new teachers to prepare for the complex and non-linear nature of teaching. The reflective practitioner is a figure deeply embedded in humanist and anthropocentric discourses, aligned to standardised outcomes. Accordingly, reflection risks being a fixed, technical exercise that is predominantly cognitive and linear, ignoring the complex, uncertain and affective ways of knowing that emerge within teaching encounters. Here, I use theories from posthumanism to suggest diffraction as an otherwise means to explore teaching as non-linear and materially and affectively entangled through time and space, in ways that are attentive to difference and the complex world-making of education as an ethically engaged practice. In refusing simplistic, reductionist narratives about teaching, about 'what works' and about what it means to 'be' a teacher, diffractive practices are responsive to contemporary educational landscapes. I offer an example of thinking and practising diffractively, drawing on data from a creative collaging workshop for new teachers to illustrate how reconfiguration of spatial temporalities and an attention to entanglements in teaching encounters can offer generative ways to think about professional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01