ABSTRACT

This study joins recent research that explores the phenomenon of teacher learning through complexity and variability . Our paper furthers this line of enquiry by exploring how literacy teacher learning unfolds in self-directed professional development. In particular, we use concepts from actor-network theory (ANT) to help understand the ways two iterations of a teacher book club influenced participants’ learning. The first iteration supported one teacher, Sebastián, in changing from traditional, teacher-centred literature study to more student-driven reading and writing workshop instruction and in taking up critical, asset-based perspectives of students. A second iteration of this group did not support a different, new teacher, Claire, in reframing her practice or perspective in similar ways. While we, as both active participants within the teacher book clubs and researchers interested in teacher learning, were initially confused and disappointed with what appeared to be a failed learning experience for Claire, engaging ANT offered a new angle. Rather than focusing on Claire as an individual, ANT allowed us to trace backwards to see how networks came together, competed, dissolved, overlapped in ways that produced Claire’s teaching practices and perspectives, unsettling individualised and linear conceptions of teacher learning.

摘要

这项研究与最近的研究一起，通过复杂性和变异性探索了教师学习现象。我们的论文通过探索识字教师的学习如何在自我指导的专业发展中发展来进一步探讨这一问题。尤其是，我们使用演员网络理论（ANT）的概念来帮助理解教师书籍俱乐部的两次迭代如何影响参与者的学习。第一次迭代支持一位教师塞巴斯蒂安（Sebastián）从传统的以教师为中心的文学研究转变为以学生为主导的阅读和写作讲习班教学，并采用了基于资产的批判性观点。该小组的第二次迭代没有支持另一位新来的老师克莱尔以类似的方式重新定义她的实践或观点。虽然我们既是教师书籍俱乐部的积极参与者，又是对教师学习感兴趣的研究人员，但最初对于Claire似乎是失败的学习经历感到困惑和失望，而ANT的参与为我们提供了新的视角。ANT并没有将Claire作为一个个体来关注，而是让我们追溯到网络如何以产生Claire的教学实践和观点的方式聚集，竞争，分解，重叠，从而使教师学习的个性化和线性概念不安。