期刊
TEACHING AND TEACHER EDUCATION
卷 101, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2021.103318
关键词
Deleuze; Identity; Physical education teacher education; Professional development; Professional learning; Teacher education
This research explores the process of becoming teacher educators through collaborative teaching and research practices. By using collaborative self-study and rhizomatics, the study highlights how these methods produce evolving practices, learning, and relationships leading to collaborative, committed, and innovative teacher educators.
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teachingresearch (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators. ? 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators. (c) 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
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