Being Before: Three Deleuzian Becomings in Teacher Education

Autor/in	Adams, Erin
Titel	Being Before: Three Deleuzian Becomings in Teacher Education
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.392-405 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Adams, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1891954
Schlagwörter	Educational Philosophy; Teacher Education Programs; Equal Education; Professional Identity; Justice; Teacher Educators; Educational Theories; Social Studies; Teacher Attitudes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Gerechtigkeit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Educational theory; Theory of education; Bildungstheorie; Gemeinschaftskunde; Lehrerverhalten
Abstract	In this article, I use data from interviews with three social studies teachers to consider teachers' identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian conceptions to theorise teacher education. Becoming teacher is a way for teachers and teacher educators to rethink professional identity for the fostering of justice and equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01