Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/19352
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Charteris, Jennifer | en |
dc.contributor.author | Smardon, Dianne | en |
dc.date.accessioned | 2016-08-11T14:53:00Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Reflective Practice, 17(5), p. 544-556 | en |
dc.identifier.issn | 1470-1103 | en |
dc.identifier.issn | 1462-3943 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/19352 | - |
dc.description.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. | en |
dc.language | en | en |
dc.publisher | Routledge | en |
dc.relation.ispartof | Reflective Practice | en |
dc.title | Professional learning as 'diffractive' practice: rhizomatic peer coaching | en |
dc.type | Journal Article | en |
dc.identifier.doi | 10.1080/14623943.2016.1184632 | en |
dcterms.accessRights | UNE Green | en |
dc.subject.keywords | Education systems | en |
dc.subject.keywords | Curriculum and Pedagogy Theory and Development | en |
local.contributor.firstname | Jennifer | en |
local.contributor.firstname | Dianne | en |
local.subject.for2008 | 130202 Curriculum and Pedagogy Theory and Development | en |
local.subject.for2008 | 130199 Education systems not elsewhere classified | en |
local.subject.seo2008 | 930501 Education and Training Systems Policies and Development | en |
local.subject.seo2008 | 9304 School/Institution | en |
local.subject.seo2008 | 930202 Teacher and Instructor Development | en |
local.profile.school | School of Education | en |
local.profile.email | jcharte5@une.edu.au | en |
local.profile.email | dsmardon@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20160527-121431 | en |
local.publisher.place | United Kingdom | en |
local.format.startpage | 544 | en |
local.format.endpage | 556 | en |
local.identifier.scopusid | 84969793336 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 17 | en |
local.identifier.issue | 5 | en |
local.title.subtitle | rhizomatic peer coaching | en |
local.access.fulltext | Yes | en |
local.contributor.lastname | Charteris | en |
local.contributor.lastname | Smardon | en |
dc.identifier.staff | une-id:jcharte5 | en |
local.profile.orcid | 0000-0002-1554-6730 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:19548 | en |
dc.identifier.academiclevel | Academic | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | Professional learning as 'diffractive' practice | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Charteris, Jennifer | en |
local.search.author | Smardon, Dianne | en |
local.open.fileurl | https://rune.une.edu.au/web/retrieve/039c6789-3aa9-4ad4-bde7-fc9967886e93 | en |
local.uneassociation | Unknown | en |
local.year.published | 2016 | en |
local.fileurl.open | https://rune.une.edu.au/web/retrieve/039c6789-3aa9-4ad4-bde7-fc9967886e93 | en |
local.fileurl.closedpublished | https://rune.une.edu.au/web/retrieve/3eded748-5b3b-4f71-a7bb-e6e39bf5060f | en |
local.subject.for2020 | 390102 Curriculum and pedagogy theory and development | en |
local.subject.seo2020 | 160205 Policies and development | en |
local.subject.seo2020 | 160303 Teacher and instructor development | en |
Appears in Collections: | Journal Article School of Education |
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File | Description | Size | Format | |
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open/SOURCE03.pdf | pre-peer review version (hidden) | 556.94 kB | Adobe PDF Download Adobe | View/Open |
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