Professional learning as 'diffractive' practice: rhizomatic peer coaching

Title
Professional learning as 'diffractive' practice: rhizomatic peer coaching
Publication Date
2016
Author(s)
Charteris, Jennifer
( author )
OrcID: https://orcid.org/0000-0002-1554-6730
Email: jcharte5@une.edu.au
UNE Id une-id:jcharte5
Smardon, Dianne
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/14623943.2016.1184632
UNE publication id
une:19548
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.
Link
Citation
Reflective Practice, 17(5), p. 544-556
ISSN
1470-1103
1462-3943
Start page
544
End page
556

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