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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
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Fields of Research (FoR) 2008: 130304 Educational Administration, Management and Leadership
130106 Secondary Education
130105 Primary Education (excl. Maori)
Fields of Research (FoR) 2020: 390403 Educational administration, management and leadership
390306 Secondary education
390304 Primary education
Socio-Economic Objective (SEO) 2008: 9304 School/Institution
930502 Management of Education and Training Systems
930202 Teacher and Instructor Development
Socio-Economic Objective (SEO) 2020: undefined
160204 Management, resources and leadership
160303 Teacher and instructor development
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
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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