ABSTRACT

Teacher preparation and induction are two notable hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Our study challenges this notion through one newly developed teacher residency programme where participating teacher residents are positioned to navigate the simultaneous entanglement of concepts. Using critical posthumanist theories alongside poetic inquiry, this study works at the speculative middles of teacher preparation and induction. We examine a small slice of data from a larger study to zoom into individual interviews with undergraduate teacher residents to explore the question: What does the entanglement of teacher preparation and induction reveal about becoming a teacher? Through our analysis we found that becoming a teacher is (a) fraught with multidimensional relations of obligation; (b) disrupts linear conceptions of space and time; and (c) functions as a co-constitutive property to the production of practices. Furthermore, these findings illuminate ways a critical posthumanist lens might render new questions thinkable for teacher education practice and research. Examining how one residency programme works at the ‘speculative middles’ of multiple concepts produces an abundance of reverberating implications for expanding a non-linear engagement with research on teacher becoming.

摘要

教师的准备和归纳是教师成长的两个显着标志，通常被认为是彼此分离的，这迫使教师应聘者从一个阶段线性过渡到另一阶段。我们的研究通过一个新开发的教师居住计划对这一概念提出了挑战，在该计划中，参与的教师居住者可以定位为概念的同时纠缠。结合批判的后人文理论和诗歌探究，本研究在教师准备和归纳的推测性中间进行。我们研究了来自较大研究的一小部分数据，以放大对本科生居民的个人访谈，以探讨以下问题：教师准备和归纳的纠缠对成为一名教师有什么启示？通过我们的分析，我们发现成为一名教师充满了多维的义务关系；（b）破坏时空的线性概念；（c）作为生产惯例的共同构成财产。此外，这些发现阐明了批判的后人文主义视角可能会为教师教育实践和研究提供新问题的思路。研究一个居住计划如何在多个概念的“推测性中间”工作，为扩大非线性参与教师发展的研究提供了很多回响性的启示。