Non-Linear Perspectives on Teacher Development : Complexity in Professional Learning and Practice (Hardcover)

Foreword Ken Jones 1. Introduction: Illuminating a continuum of complex perspectives in teacher development Kathryn J. Strom, Tammy Mills and Linda Abrams 2. Towards a complex framework of teacher learning-practice Kathryn J. Strom and Kara Mitchell Viesca 3. Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory Sharon Chang 4. ‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development Elizabeth Mendoza, Victoria Hand, Elizabeth A. van Es, Shannon Hoos and Michelle Frierson 5. Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning Taeyeon Kim and Heather L. Reichmuth 6. Embracing complex adaptive practice: the potential of lesson study Paul McMillan and Mike Jess 7. A complex dynamic systems approach to the design and evaluation of teacher professional development Joanna K. Garner and Avi Kaplan 8. Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community Jessica Cira Rubin, Charlotte L. Land and Stacia L. Long 9. Exploring the role of curriculum materials in teacher professional development Nick Moore, Mike Coldwell and Emily Perry 10. ‘Crossing the bridge’: land education teacher professional development Dolores Calderon, Anna Lees, Renee Swan Waite and Cynthia Wilson 11. Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning Brandon Sherman and Annela Teemant 12. Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education Erica Eva Colmenares 13. Being before: three Deleuzian becomings in teacher education Erin Adams 14. ‘It’s all there.’: Entanglements of teacher preparation and induction Maria F.G. Wallace, Julie Rust and Elisabeth Jolly 15. Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space Louise Lambert 16. Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research Stefania Giamminuti, Jane Merewether and Mindy Blaise 17. 2-Curious: jarring representations of the two-year-old in transformative continuous professional development (CPD) Kerry-Jane Moakes 18. Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students Shakhnoza Kayumova and Cory Buxton 19. Entanglement, evaluation and practice in a professional learning innovation Mark Boylan 20. What does making produce? Posthuman insights into documenting relationalities in maker education for teachers Amelie Lemieux 21. ‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings Alexandra Kendall, Mary-Rose Puttick and Louise Wheatcroft 22. Reconceptualizing teacher professional learning about technology integration as intra-active entanglements Mary Frances Rice 23. What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum EJ Renold, Max R Ashton and Ester McGeeney