Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/19352
Title: Professional learning as 'diffractive' practice: rhizomatic peer coaching
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author)
Publication Date: 2016
Open Access: Yes
DOI: 10.1080/14623943.2016.1184632
Handle Link: https://hdl.handle.net/1959.11/19352
Abstract: Acknowledging an abundance of technicist models for teacher continuing professional development (CPD), the authors draw from Deleuzoguattarian theory to frame peer coaching as rhizomatic practice. Rhizome theory enables engagement with the creative breaks and departures in peer coaching assemblages. Agentic and innovative teacher learning can occur when teachers can take lines of flight to think differently about their teaching practices. Deleuzoguattarian notions of rupturous lines signal teacher-generated possibilities for new initiatives. Located in an Aotearoa/New Zealand facilitated inquiry CPD context, the article explores how nine teachers engaged in a formal process of collaborative dialogue. A rhizomatic approach to dialogue encompasses a dynamic view of teacher learning. Openness to emergence can enable educators to theorise pedagogy creatively to potentiate a multiplicity of pathways forward.
Publication Type: Journal Article
Source of Publication: Reflective Practice, 17(5), p. 544-556
Publisher: Routledge
Place of Publication: Oxon, United Kingdom
ISSN: 1462-3943
1470-1103
Field of Research (FOR): 130202 Curriculum and Pedagogy Theory and Development
130199 Education systems not elsewhere classified
Socio-Economic Outcome Codes: 930501 Education and Training Systems Policies and Development
9304 School/Institution
930202 Teacher and Instructor Development
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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