ABSTRACT

The case of two middle school science teachers engaged in a long-term professional learning project is used to complicate the story of teacher change and agency and the presumed relationships between teacher knowledge and practice. Becky and Kelly were highly participatory in all aspects of a multi-year professional learning project, yet, when observed in their classrooms, they did not seem to enact project practices in robust ways during their instruction. Framed through the dominant professional development literature, our project would seem to be a ‘failure’ at promoting teacher change. However, using a post-qualitative framing of our ethnographic fieldwork, an alternative storyline emerges, involving the intricate negotiations of power dynamics, competing discourses, assemblages of multiple entities and relations that Becky and Kelly navigated. These complex assemblages shaped the teachers’ understandings of their multilingual Latinx students as science learners in ways that often ran contrary to what they learned during the project professional development. In this retelling, drawing on the notion of agential realism, we show how teachers’ knowledge and subjectivities were dynamically reconfigured in relation to local sociopolitical, material, and discursive assemblages shaping their practices in what we have framed elsewhere as multiplicities of enactment.

摘要

以两名长期从事专业学习项目的中学理科教师为例，它使教师更替和代理的故事以及教师的知识与实践之间的假定关系复杂化。贝基和凯利在多年专业学习项目的各个方面都高度参与，但是，在课堂上观察时，他们似乎并没有在授课过程中以强有力的方式制定项目实践。通过占主导地位的专业发展文献的框架，我们的项目似乎是促进教师变革的“失败”。但是，使用我们的民族志田野研究工作的定性后框架，出现了另一种故事情节，涉及权力动态的复杂谈判，竞争性话语，多个实体的集合以及贝基和凯利所导航的关系。这些复杂的组合塑造了教师对其多语种拉丁语学生作为理科学习者的理解，其方式常常与他们在项目专业发展过程中所学的背道而驰。在这次重述中，我们基于代理现实主义的概念，展示了如何根据当地的社会政治，物质和话语组合动态地重新配置教师的知识和主观性，从而塑造他们的实践，而我们在其他地方将其视为法典的多重性。