A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in 'becoming different'

Drawing on rhizomatics and figurational sociology, the concept of ‘assemblage’, ‘becoming’, and a ‘figuration’ were used to explore learning and teaching, and specifically, how teachers negotiate their learning and teaching in becoming teachers of a new school subject. We argue a ‘teacher assemblage...

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Bibliographic Details
Published inTeaching and teacher education Vol. 115; p. 103730
Main Authors Scanlon, Dylan, MacPhail, Ann, Calderón, Antonio
Format Journal Article
LanguageEnglish
Published Elsevier Ltd 01.07.2022
Subjects
Assemblage
Learning and teaching
Leaving certificate physical education
Professional development
Rhizomatics
Learning and teaching
Rhizomatics
Leaving certificate physical education
Assemblage
Professional development
Online AccessGet full text
ISSN0742-051X
1879-2480
DOI10.1016/j.tate.2022.103730

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Summary:Drawing on rhizomatics and figurational sociology, the concept of ‘assemblage’, ‘becoming’, and a ‘figuration’ were used to explore learning and teaching, and specifically, how teachers negotiate their learning and teaching in becoming teachers of a new school subject. We argue a ‘teacher assemblage’ is an assemblage which takes place across multiple spaces and the elements within this assemblage change depending on the space that the teacher occupies. These collaborative negotiations within an assemblage highlight the complexity in the learning and teaching process and the ongoing process of ‘becoming different’ throughout the professional development and learning journey (and beyond).
ISSN:0742-051X
1879-2480
DOI:10.1016/j.tate.2022.103730