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

1. Introduction: Illuminating a continuum of complex perspectives in teacher development  2. Towards a complex framework of teacher learning-practice  3. Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory  4. ‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development  5. Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning  6. Embracing complex adaptive practice: the potential of lesson study  7. A complex dynamic systems approach to the design and evaluation of teacher professional development  8. Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community  9. Exploring the role of curriculum materials in teacher professional development  10. ‘Crossing the bridge’: land education teacher professional development  11. Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning  12. Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education  13. Being before: three Deleuzian becomings in teacher education  14. ‘It’s all there.’: Entanglements of teacher preparation and induction  15. Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space  16. Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research  17. 2-Curious: jarring representations of the two-year-old in transformative continuous professional development (CPD)  18. Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students  19. Entanglement, evaluation and practice in a professional learning innovation  20. What does making produce? Posthuman insights into documenting relationalities in maker education for teachers  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  22. Reconceptualizing teacher professional learning about technology integration as intra-active entanglements  23. What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum