Non-Linear Perspectives on Teacher Development : Complexity in Professional Learning and Practice book cover
1st Edition

Non-Linear Perspectives on Teacher Development
Complexity in Professional Learning and Practice

  • Available for pre-order on February 28, 2023. Item will ship after March 21, 2023
ISBN 9781032444208
March 21, 2023 Forthcoming by Routledge
372 Pages

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Book Description

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. It was originally published as a special issue of the journal Professional Development in Education.

Table of Contents


Ken Jones

1. Introduction: Illuminating a continuum of complex perspectives in teacher development

Kathryn J. Strom, Tammy Mills and Linda Abrams

2. Towards a complex framework of teacher learning-practice

Kathryn J. Strom and Kara Mitchell Viesca

3. Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory

Sharon Chang

4. ‘The ability to lay yourself bare’: centering rupture, inherited conversations, and vulnerability in professional development

Elizabeth Mendoza, Victoria Hand, Elizabeth A. van Es, Shannon Hoos and Michelle Frierson

5. Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning

Taeyeon Kim and Heather L. Reichmuth

6. Embracing complex adaptive practice: the potential of lesson study

Paul McMillan and Mike Jess

7. A complex dynamic systems approach to the design and evaluation of teacher professional development

Joanna K. Garner and Avi Kaplan

8. Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community

Jessica Cira Rubin, Charlotte L. Land and Stacia L. Long

9. Exploring the role of curriculum materials in teacher professional development

Nick Moore, Mike Coldwell and Emily Perry

10. ‘Crossing the bridge’: land education teacher professional development

Dolores Calderon, Anna Lees, Renée Swan Waite and Cynthia Wilson

11. Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning

Brandon Sherman and Annela Teemant

12. Exploring student teachers’ ‘stuck moments’: affect[ing] the theory-practice gap in social justice teacher education

Erica Eva Colmenares

13. Being before: three Deleuzian becomings in teacher education

Erin Adams

14. ‘It’s all there.’: Entanglements of teacher preparation and induction

Maria F.G. Wallace, Julie Rust and Elisabeth Jolly

15. Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space

Louise Lambert

16. Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research

Stefania Giamminuti, Jane Merewether and Mindy Blaise

17. 2-Curious: jarring representations of the two-year-old in transformative continuous professional development (CPD)

Kerry-Jane Moakes

18. Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students

Shakhnoza Kayumova and Cory Buxton

19. Entanglement, evaluation and practice in a professional learning innovation

Mark Boylan

20. What does making produce? Posthuman insights into documenting relationalities in maker education for teachers

Amélie Lemieux

21. ‘I don’t want them to feel like we’re part of the establishment’: teachers’ learning to work with refugee families as entangled becomings

Alexandra Kendall, Mary-Rose Puttick and Louise Wheatcroft

22. Reconceptualizing teacher professional learning about technology integration as intra-active entanglements

Mary Frances Rice

23. What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum

EJ Renold, Max R Ashton and Ester McGeeney

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Kathryn J. Strom is Associate Professor of Educational Leadership at California State University, East Bay, USA. She employs critical, complex theories to study teacher and leadership development, as well as advocate for different ways of thinking in education more broadly, with broad goals of disrupting inequities for minoritized populations.

Tammy Mills, Assistant Professor at the University of Maine, USA, draws from complex theories and self-study methodologies to study situated teacher learning broadly and help both preservice and practicing teachers understand the interaction among their geopolitical locations, socio-ethical imperatives, and the dynamic development of their teacher identities.

Linda Abrams, Lecturer at New Jersey City University, USA, is a retired teacher and administrator with over three decades of experience in K-12 education systems. Her expertise lies at the intersections of complex, relational theories and mentoring knowledge and practice.