Preservice Teachers Respond to And Tango Makes Three: Deconstructing Disciplinary Power and the Heteronormative in Teacher Education

This study employs Foucauldian concepts to analyse macro and micro contexts of publicly spoken and silent discourses describing ‘homosexuality,’ ‘education’ and ‘teacher’ in order to identify teacher subject positions available to preservice teachers. The macro context is analysed by tracing heteronormative discourses found in newspaper stories involving teachers and public schools that address conflicting views of homosexuality. The macro context analysis indicates two binary teacher subject positions: martyred (unemployed) teacher/silent (employed) teacher and sophisticated teacher/unsophisticated teacher. The micro context analysis is of preservice teachers\u27 responses to And Tango Makes Three, a picture book by Richardson and Parnell. This analysis demonstrates how preservice teachers take up and negotiate teacher subject positions found in the macro analysis. Combined, the analyses allow the researchers to consider how preservice teachers\u27 performances of teacher subjectivity open up possibilities for re-imagining new teacher subject positions and what this might mean for the practice of teacher educators

Searching for Methodology: Feminist Relational Materialism and the Teacher-Student Writing Conference

Using feminist relational materialism as a theoretical map, this paper seeks to reimage traditional case study methodology through the use of diffractive methodology. Reading and writing data diffractively is to refuse to privilege teacher and student talk and to instead study how material-discursive practices intra-act as phenomenon. To do this, we developed question-sets based upon Barad’s (2007) work to interrupt our habits of thinking in regard to a teacher-student writing conference. These question sets provoke our thinking with data from fourth grade teacher-student writing conferences. We play with diffractive methodology highlighting one teacher-student writing conference as intra-activity. Experiencing the teacher-student writing conference again (and again) the question-sets diffract a response and a response diffracts the question-sets, calling us to a continuous becoming, an ethical consideration of how our research and teaching practices matter. We are left wondering if there is a methodology to search for or if methodology is an invitation to an ongoing performance, to join a dance of-the-world, in a constant making and re-making and wondering of what might be

The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing

This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading us to reimage the teacher-student writing conference as entangled becoming-writingconferencing, speaking to the multiplicity of participants, merging of bodies, continual movement, open-ended possibilities, and anticipated transformation of intra-action

Trying On—Being In—Becoming: Four Women’s Journey(s) in Feminist Poststructural Theory

This is the narrative of four women in academia spanning a ten-year relational journey. As a performance collaborative autoethnography, it explores and presents theories of subjectivity and transitional space. Through journals, emails, and dialogue we are trying on, being in, and becoming feminist poststructural thinkers/inquirers/teacher educators. In our work, we explore: How has theory changed our subjectivity, lived experiences and relationships, and moved us from comfortable spaces of knowing to uncomfortable places of becoming? In a series of poetry and performance narratives, we chart our own linked journey(s) in pursuing these questions. As autoethnographers, we grapple with meanings and moments of loss, desire, guilt, and love as a practice of hypomnemata. This study represents a reflective mining of such treasures, capturing moments of rereading and meditation, and a pause, even if an illusionary one, in our intellectual, spiritual, emotional, and embodied journey(s). Our work illustrates how the self looks in transitional space: in motion, contemporaneous, simultaneously in the making and in relation to others. We continue this practice as a pedagogy for being and living out the fictions of our lives

Playing at twilight : subjectivity, discourses, and preservice teachers' talk

This dissertation expands the theory of subjectivity by examining how discourses behave. Of particular intent here is the subjectivity of preservice teachers. Students from Oregon State University's Masters of Arts in Teaching program volunteered as participants. Audio-taped sessions of their small group talk about gender issues and education, dialogue journals, and brief autobiographical sketches form the data base for the study. Analysis of the data involved the identification of discourses present in the language of individual participant's talk. The result is an illustration of subjectivity as a battle site, disciplinary power of a discourse, the insidious nature of discourses, and care of the self The language of preservice teachers is analyzed so that we as teacher educators might challenge our own assumptions about teaching and learning to teach. The application of a poststructural feminist theoretical framework challenges traditional ways of gathering, reporting, and analyzing data. Therefore, the reader may recognize tensions arising between the required structure of the dissertation, the content, writing style, and the methodology used

Embodied Discourses of Literacy in the Lives of Two Preservice Teachers

This study examines the emerging teacher literacy identities of Ian and A.J., two preservice teachers in a graduate teacher education program in the United States. Using a poststructural feminisms theoretical framework, the study illustrates the embodiment of literacy pedagogy discourses in relation to the literacy courses’ discourse of comprehensive literacy and the literacy biographical discourses of Ian and A.J. The results of this study indicate the need to deconstruct how the discourse of comprehensive literacy limits how we, as literacy teacher educators, position, hear and respond to our preservice teachers and suggests the need for differentiation in our teacher education literacy courses

Becoming a Teacher through Action research

the bookreflect the cylical and even messy proccesses of doing action research.vi, 236 hal; ilus.; 24 cm

Becoming a teacher through action research process, context, and self-study /

2nd ed.Titre de l'écran-titre (visionné le 1er fév. 2012)Comprend des réf. bibliogr. et un index

Becoming a teacher through action research : process, context, and self-study

xviii, 285 p.: ill.; 28 c