Non-linear perspectives on teacher development : (Record no. 38559)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02191 a2200217 4500 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| ISBN | 9781032444215 |
| 041 ## - LANGUAGE CODE | |
| Language code of text/sound track or separate title | eng |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.711 |
| Item number | NON- |
| 245 ## - TITLE STATEMENT | |
| Title | Non-linear perspectives on teacher development : |
| Sub Title | complexity in professional learning and practice / |
| Statement of responsibility, etc | edited by Kathryn J. Strom, Tammy Mills and Linda Abrams |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | Oxon : |
| Name of publisher | Routledge, |
| Year of publication | 2023. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | xiv, 369p. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE | |
| Bibliography, etc | Includes bibliographical references and index. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructional practice. They also present situated illustrations of what those entanglements or assemblages look like in the preservice, induction, and inservice phases, from early childhood to secondary settings, and across multiple continents. Authors provide evidence that research on teacher development should focus on process as much (if not more than) product and show that complexity perspectives can support forward-thinking, assets-based pedagogies. Methodologically, the chapters encourage conceptual creativity and expansion, and support an argument for blurring theory-method and normalising methodological hybridity. Ultimately, this book provides conceptual, theoretical, and methodological tools to understand current educational conditions in late capitalism and imagine otherwise. |
| 546 ## - LANGUAGE NOTE | |
| Language note | English. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Teachers |
| General subdivision | Training of. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Career development. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Strom, Kathryn J. |
| Relator term | editor. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Mills, Tammy |
| Relator term | editor. |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Abrams, Linda |
| Relator term | editor. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| Koha item type | Books |
| Withdrawn status | Lost status | Damaged status | Not for loan | Permanent Location | Current Location | Date acquired | Source of acquisition | Cost, normal purchase price | Full call number | Accession Number | Cost, replacement price | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| NASSDOC Library | NASSDOC Library | 2023-03-16 | Overseas Press India Private Limited | 0.00 | 370.711 NON- | 52743 | 0.00 | 2023-07-20 | Books |