ABSTRACT

This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.

抽象的

本文探讨了时空表对学前教师专业化发展的影响。它借鉴了来自专业对话的对话，这些对话包括合作伙伴关系中的多个利益相关者。结果说明了职前教师在跨时空导航语音时变得复杂的过程。它们提供了计时表高效互动的例证，为职前发展提供了支持，计时表处于紧张状态，从而导致了职前教师声音的沉默。希望本文能够鼓励教育者反思编年史可能对职前教师的职业发展产生的影响，支持增长的条件和增加的代理能力，