Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/20784
Title: Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author); Foulkes, Ruth (author); Bewley, Sue (author)
Publication Date: 2017
DOI: 10.1080/09518398.2016.1265688
Handle Link: https://hdl.handle.net/1959.11/20784
Abstract: Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional development (CPD) that recognises the transversality of objects, space and bodies as a rich and complex assemblage. Investigations into agential matter are of increasing research interest. The authors use collective biography that draws on their CPD work with teachers in Aotearoa/New Zealand, to provide a 'new material' analysis of the multiplicitous nature of the agency of objects. Although agency in education is predominantly theorised in humanist terms, this article gives consideration to the co-constitutive nature of material objects in professional learning spaces. In particular, the research highlights the importance of material concerns in the relational and fluid dynamics of heterarchical coaching practices.
Publication Type: Journal Article
Source of Publication: International Journal of Qualitative Studies in Education, 30(6), p. 546-559
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1366-5898
0951-8398
Field of Research (FOR): 130304 Educational Administration, Management and Leadership
130106 Secondary Education
130105 Primary Education (excl. Maori)
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article

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