Assessing the Mess: Challenges to Assemblage Theory and Teacher Education

Autor/in	Beighton, Chris
Titel	Assessing the Mess: Challenges to Assemblage Theory and Teacher Education
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 26 (2013) 10, S.1293-1308 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2012.731539
Schlagwörter	Teacher Education; Lifelong Learning; Epistemology; Time Factors (Learning); Political Issues; Educational Research; Foreign Countries; Research Methodology; Teacher Educators; Professional Continuing Education; Masters Programs; Cooperation; Faculty Development; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Life-long learning; Lebenslanges Lernen; Erkenntnistheorie; Politischer Faktor; Bildungsforschung; Pädagogische Forschung; Ausland; Research method; Forschungsmethode; Teacher education; Education; Berufsfeldbezogener Unterricht; Weiterbildung; Magister course; Magisterstudiengang; Co-operation; Kooperation; Großbritannien
Abstract	This article examines the Deleuzian concept of "assemblage" in educational research in the context of Teacher Education (TE) for the "continuing education" or "Lifelong Learning" sector. Drawing on Deleuze's creative approach to analysis, it draws a portrait of practice which identifies problems and successes in specific cases of TE with wider applicability. I argue that the concept of assemblage recognises developmental practices in distinctive ways and that it challenges the centripetal views implied by other models' elision of more specific types of convergence, each of which is analysed. This is followed by suggestions which could help provide scope for creativity in research and practice in TE, if a set of challenges can be met. I argue that a situated and dynamic epistemological model is offered by assemblage theory which recognises not just the spatial but also the temporal and political complexities of actual practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10