Charteris, Jennifer

Smardon, Dianne

Foulkes, Ruth

Bewley, Sue

2017

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.

International Journal of Qualitative Studies in Education, 30(6), p. 546-559

1366-5898

0951-8398

https://hdl.handle.net/1959.11/20784

en

Routledge

Heterarchical coaching for continuing teacher professional learning and development: a transversal analysis of agency

Journal Article

Publication