ABSTRACT

In this paper we ‘plug in’ ideas from post-qualitative thinking to read empirical material from Erasmus+ project, Open School Doors, and mobilise new ways of conceptualising teachers’ work with newly arrived families. Driven by commitments to inclusion and social justice teacher participants described tacit, in-the-moment, knowledge-making, that felt contingent and risky, as they sought to respond to encounters with families that demanded compassionate action but pushed them beyond the threshold of professional certainty and the would-be neutralities of ‘professional’ identities. We understand these affective responses to the work of teaching as ‘abductive’ moments of breakdown, rupture and estrangement, that draw attention to the always already becoming nature of professional practice. We put to work the concepts of entanglement, assemblage and rhizomes to make use of ‘abductive’ moments as productive opportunities for exploration of teachers’ messy, implicated, intra-relatedness to their practice worlds and to imagine models of professional learning that promote connection and knowledge-in-the-making as ethical, ‘response-able’ post/rhizo-professional alternative to linear forms of professional learning. Our discussion is embedded in a specific context but has important broader implications for the design of teacher education as preparation for complex anticipated working lives.

摘要

在本文中，我们从后定性思维中“插入”思想，以阅读Erasmus +项目“打开学校的大门”中的经验材料，并动员新的概念化教师与新来家庭的工作方式。在对包容性的承诺和社会正义的推动下，与会人员描述了隐性，瞬间，知识的创造，这种感觉是偶然的和冒险的，因为他们试图应对与需要同情行动但将他们推向专业界限之外的家庭的遭遇确定性和“专业”身份的潜在中立性。我们将这些对教学工作的情感反应理解为崩溃，破裂和疏远的“诱人”时刻，这些时刻引起人们对始终已经成为现实的关注。专业实践的性质。我们将纠缠，集合和根茎的概念付诸实践，以利用“诱因”时刻作为探索教师与他们的实践世界之间混乱，牵连和内在联系的生产机会，并想象促进联系和发展的专业学习模型作为线性的专业学习形式的，具有职业道德的，“负责任的”岗位/根深蒂固的职业替代知识。我们的讨论是在特定的环境中进行的，但是对于教师教育的设计（为复杂的预期工作生活做准备）具有重要的广泛意义。