ABSTRACT

Evaluations of professional development programmes often seek to represent definitive outcomes, with phenomena posited as discrete, bounded and independent entities, and researchers positioned as external actors. An alternative is to understand the complexity of these relationships as entanglements by applying Baradian concepts. The value of this is illustrated through the example of the evaluation of the Mathematics Teacher Exchange (MTE). The MTE is a transnational professional learning programme, part of a policy described as learning from East-Asian mathematics teaching to introduce ‘teaching for mastery’ in England. Four instances of entanglement are analysed. The first two of these relate to the entanglement of evaluation processes and the mastery innovation in knowledge production. The other two examples are entanglements and diffractions that are found in changes in pedagogical practice related to mathematics representations and ways learners are grouped in classrooms. Although the transnational nature of the MTE is unusual and specific to the current English context, similar entanglements may be found in more locally generated teacher change initiatives and in their evaluation. Thinking in terms of entanglements adds another conceptual tool for sociomaterial and related analysis and also draws attention to our ethical responsibility for these relationalities.

摘要

对专业发展计划的评估通常试图代表确定的结果，其中的现象被假定为离散的，有界的和独立的实体，而研究人员则被定位为外部参与者。一种替代方法是通过应用Baradian概念将这些关系的复杂性理解为纠缠。通过对数学教师交流（MTE）进行评估的示例来说明其价值。MTE是一项跨国专业学习计划，是一项政策的一部分，该政策被描述为向东亚数学教学学习，以在英格兰引入“精通教学”。分析了四个纠缠实例。其中的前两个涉及到评估过程的纠缠和知识生产中的掌握创新。其他两个例子是在与数学表示法和课堂学习者分组方式有关的教学实践中的变化中发现的纠缠和绕射。尽管MTE的跨国性质是不寻常的，并且特定于当前的英语环境，但在更多本地产生的教师变更计划及其评估中可能会发现类似的纠缠。关于纠缠的思考为社会材料和相关分析添加了另一种概念工具，并提请注意我们对这些关系的道德责任。在更多本地产生的教师变革计划及其评估中可能会发现类似的纠缠。关于纠缠的思考为社会材料和相关分析添加了另一种概念工具，并提请注意我们对这些关系的道德责任。在更多本地产生的教师变革计划及其评估中可能会发现类似的纠缠。关于纠缠的思考为社会材料和相关分析添加了另一种概念工具，并提请注意我们对这些关系的道德责任。