A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers' learning journeys in 'becoming different'

Drawing on rhizomatics and figurational sociology, the concept of 'assemblage', 'becoming', and a 'figuration' were used to explore learning and teaching, and specifically, how teachers negotiate their learning and teaching in becoming teachers of a new school subject. We argue a 'teacher assemblage' is an assemblage which takes place across multiple spaces and the elements within this assemblage change depending on the space that the teacher occupies. These collaborative negotiations within an assemblage highlight the complexity in the learning and teaching process and the ongoing process of 'becoming different' throughout the professional development and learning journey (and beyond). (c) 2022 Elsevier Ltd. All rights reserved.

Automated summary

This study applies the concepts of rhizomatics and figurational sociology to explore how teachers negotiate their learning and teaching in becoming teachers of a new school subject. The findings emphasize the complexity of the learning and teaching process, which involves multiple spaces and dynamic elements.