000779574 000__ 05980cam\a2200553Ii\4500 000779574 001__ 779574 000779574 005__ 20230306143026.0 000779574 006__ m\\\\\o\\d\\\\\\\\ 000779574 007__ cr\nn\nnnunnun 000779574 008__ 170215s2017\\\\ne\\\\\\ob\\\\000\0\eng\d 000779574 019__ $$a972291637 000779574 020__ $$z9789463008709 000779574 020__ $$z9463008705 000779574 020__ $$z9789463008716 000779574 020__ $$z9463008713 000779574 020__ $$a9789463008723$$q(electronic book) 000779574 020__ $$a9463008721$$q(electronic book) 000779574 035__ $$aSP(OCoLC)ocn972530268 000779574 035__ $$aSP(OCoLC)972530268$$z(OCoLC)972291637 000779574 040__ $$aN$T$$beng$$erda$$epn$$cN$T$$dIDEBK$$dYDX$$dEBLCP$$dUAB$$dAZU$$dVT2$$dUPM$$dIOG 000779574 049__ $$aISEA 000779574 050_4 $$aLB1737.A3$$bS77 2017 000779574 08204 $$a373.1102$$223 000779574 1001_ $$aStrom, Kathryn J.$$q(Kathryn Jill)$$eauthor. 000779574 24510 $$aBecoming-teacher :$$ba rhizomatic look at first-year teaching /$$cKathryn J. Strom and Adrian D. Martin. 000779574 264_1 $$aRotterdam ;$$aBoston ;$$aTaipei :$$bSense Publishers,$$c[2017] 000779574 264_4 $$c©2017 000779574 300__ $$a1 online resource (xiii, 138 pages) 000779574 336__ $$atext$$btxt$$2rdacontent 000779574 337__ $$acomputer$$bc$$2rdamedia 000779574 338__ $$aonline resource$$bcr$$2rdacarrier 000779574 4901_ $$aImagination and praxis: criticality and creativity in education and educational research ;$$vvolume 12 000779574 500__ $$aBased in part on Strom's thesis (Ed. D., Montclair State University, 2014). 000779574 504__ $$aIncludes bibliographical references. 000779574 5050_ $$aAcknowledgements -- Introduction: Challenging Simplistic Narratives with Rhizomatics -- Thinking Rhizomatically in an Era of Neoliberalism -- Introduction -- Teaching and Teacher Education in an Era of Neoliberalism -- The Tree and the Rhizome -- Teaching as Rhizomatic Activity -- Social Justice Pedagogy and Beginning Teachers -- Dominant Pedagogies -- Teaching for Social Justice -- Challenging the Status Quo as a First Year Teacher -- Rhizomatic Inquiry -- Introduction -- Thinking Differently in Rhizomatic Research -- Post-Qualitative Research and Crystallization -- Case Study -- The Northeastern Teacher Residency Program -- Data Sources and Collection -- Analysis -- Ethics and Trustworthiness -- Teaching-Assemblages -- Introduction -- Mauro and Lincoln High School -- 11th Grade Teaching Assemblages -- Visualizing Crystallization -- 9th Grade Teaching Assemblages -- Waiting -- Summary -- Molar and Molecular Activity -- Introduction -- Bruce and the Northeastern Preparatory Magnet School -- Bruce's Molar Lines -- Collaborative Problem Solving -- Institutional Molar Lines -- Molecular Activity with Students -- The Nerf Demonstration -- Becoming-Teacher -- Summary -- Disrupting the Status Quo through Lines of Flight -- Introduction -- June and Washington High School -- Practices Co-Produced by an Assemblage -- Negotiating with Students -- The M&M Experiment -- Other Assemblage Elements -- Processes of Becoming-Teacher -- The Criterion-Referenced Test -- Summary -- Using Rhizomatics to Think Differently about Teaching -- Introduction -- Teaching as Assemblage -- The Relational and Inter-Relational Work of Teaching -- Teacher Identity and Becoming -- Constructing a Pedagogy of Equity in Urban Schools -- Putting Rhizomatics to Work: Informing Practice, Policy, & Research -- Introduction -- Putting Rhizomatics to Work in Teacher Education -- Putting Rhizomatics to Work in Schools -- Putting Rhizomatics to Work in Policy and Research -- References. 000779574 506__ $$aAccess limited to authorized users. 000779574 520__ $$aDominant conceptions in the field of education position teacher development and teaching as linear, cause and effect transactions completed by teachers as isolated, autonomous actors. Yet rhizomatics, an emergent non-linear philosophy created by Gilles Deleuze and Felix Guattari, offers a perspective that counters these assumptions that reduce the complexity of classroom activity and phenomena. In Becoming-Teacher: A Rhizomatic Look at First-Year Teaching, Strom and Martin employ rhizomatics to analyze the experiences of Mauro, Bruce, and June, three first-year science teachers in a highly diverse, urban school district. Reporting on the ways that they constructed their practices during the first several months of entry into the teaching profession, authors explore how these teachers negotiated their pre-professional learning from an inquiry and social-justice oriented teacher residency program with their own professional agendas, understandings, students, and context. Across all three cases, the work of teaching emerged as jointly produced by the activity of multiple elements and simultaneously shaped by macro- and micropolitical forces. This innovative approach to investigating the multiple interactions that emerge in the first year of teaching provides a complex perspective of the role of preservice teacher learning and the non-linear processes of becoming-teacher. Of interest to teachers, teacher educators, and education researchers, the cases discussed in this text provide theoretically-informed analyses that highlight means of supporting teachers in enacting socially-just practices, interrupting a dominant educational paradigm detrimental to students and teachers, and engaging with productive tools to theorize a resistance to the neoliberal education movement at the classroom level. 000779574 588__ $$aDescription based on print version record. 000779574 650_0 $$aFirst year teachers$$vCase studies. 000779574 650_0 $$aScience teachers$$xTraining of. 000779574 650_0 $$aHigh school teachers$$xTraining of. 000779574 650_0 $$aUrban schools. 000779574 7001_ $$aMartin, Adrian D.$$eauthor 000779574 77608 $$iPrint version:$$aStrom, Kathryn J. (Kathryn Jill).$$tBecoming-teacher.$$dRotterdam ; Boston ; Taipei : Sense Publishers, [2017]$$z9789463008709$$w(OCoLC)968154149 000779574 830_0 $$aImagination and praxis ;$$v12. 000779574 852__ $$bebk 000779574 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-94-6300-872-3$$zOnline Access$$91397441.1 000779574 909CO $$ooai:library.usi.edu:779574$$pGLOBAL_SET 000779574 980__ $$aEBOOK 000779574 980__ $$aBIB 000779574 982__ $$aEbook 000779574 983__ $$aOnline 000779574 994__ $$a92$$bISE