Towards a complex framework of teacher learning-practice

Strom, Kathryn J.; Viesca, Kara Mitchell

doi:10.1080/19415257.2020.1827449

Cited by 80 publications

(44 citation statements)

References 54 publications

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“…These views have also enabled less anthropocentric and more relationally attuned perspectives, for example, in environmental education (Sonu and Snaza 2015;Verlie 2020), art education (Hood and Kraehe 2017), social studies education (Nelson, Segall, and Scott Durham 2021), teachers' local curriculum development (Tronsmo and Nerland 2018), and modern learning spaces (Charteris, Smardon, and Nelson 2017;Tietjen et al 2021). There have been calls for more new materialist research on teaching to (re) conceptualise teaching as a complex phenomenon, which is jointly produced in a constellation of human, nonhuman, discursive, and material elements (Strom and Viesca 2020). In the pandemic situation, where teachers have transitioned through a particularly uncertain time in terms of their professional lives and work (Allen, Rowan, and Singh 2020), new materialism provides necessary new perspectives to discover how teachers respond and adapt to the changed assemblages in the post-pandemic era.…”

Section: The Role Of Materiality In Teachingmentioning

confidence: 99%

“…Thereby, paying attention to powers that are other than human or more than human, paradoxically, reveal new characteristics of humans' agency and show humans as part of a larger wholeness. In the research on teaching and teacher education, a 'complex turn' is needed because traditional rational humanism and linear thinking tend to suppose that the teacher has full agency to take her or his learning and drop it into the classroom as the human/nonhuman elements of the classroom remain relatively stable and passive (Strom and Viesca 2020). This, in turn, shapes the way teachers' agency is supported in teacher education and throughout their teaching careers.…”

Section: Teachers' Agency From the New Materialist Perspectivementioning

confidence: 99%

“…The concept of assemblage is especially used in discussing agency in terms of new materialism. From the viewpoint of agency, assemblages are not just random groupings, but refer to the way the elements work together to produce action (Strom and Viesca 2020). Thus, assemblage is an analytic tool to help to explore the situated, multi-faceted, and interactional activities of teaching (Strom and Viesca 2020).…”

Section: Teachers' Agency From the New Materialist Perspectivementioning

confidence: 99%

“…Teachers' agency, from the viewpoint of teacher education and teacher professional learning, has recently become a common research topic, utilising various theoretical and methodological approaches. This study adds to that research by employing a new materialist perspective (Bennett 2004(Bennett , 2010Strom 2015;Strom and Viesca 2020), highlighting the point that teachers' agency cannot be fully understood by human-centred conceptualisations and methodologies, but requires taking into consideration how materiality affects teachers and their teaching.…”

Section: Introductionmentioning

confidence: 99%

“…Along with post-humanism (Taylor 2016), socio-materialism (Fenwick and Nerland 2014), and the actor-network theory (Mulcahy 2014), new materialism shares a focus on the role of materialities in the constitution of societies, cultures, subjectivities, and the world. Thus, new materialism critiques individualistic, linear, and dualistic understandings of teaching (Strom and Viesca 2020), which tend to reduce learning and teaching to fully controllable processes and, in turn, explore how teachers function and learn in association with material phenomena, such as texts, technologies, spaces, and places (Mulcahy 2014).…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ agency during the Covid-19 lockdown: A new materialist perspective

Heikkilä

Mankki

2021

Pedagogy, Culture & Society

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Teachers' agency is an essential factor in understanding and developing pedagogics. The study adds to the previous research by employing a new materialist perspective, highlighting the notion that teachers' agency is not merely a matter of humans, but results from assemblages of both human and nonhuman elements in teaching. The context of the study is the school lockdown period of the Covid-19 pandemic. Twenty Finnish primary teachers were interviewed to explore how teachers verbalised the rapid transition to a distance teaching environment and to discern what kind of agency that transition unfolds. The findings illustrate lost agency, but simultaneously, new forms of agency emerging from the entanglement of humans and materiality in the changed assemblages. This understanding helps to support both preservice and in-service teachers' agency in ways that acknowledge the complexity of teacher learning beyond individualistic and controllable views in increasingly multifaceted teaching environments.

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Section: The Role Of Materiality In Teachingmentioning

confidence: 99%

Section: Teachers' Agency From the New Materialist Perspectivementioning

confidence: 99%

Section: Teachers' Agency From the New Materialist Perspectivementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ agency during the Covid-19 lockdown: A new materialist perspective

Heikkilä

Mankki

2021

Pedagogy, Culture & Society

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How efficiently are we using our understanding of the tacit dimension of teaching?

Enow

2023

Review of Education

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This paper considers the tacit dimension of teaching. Policy and research focused on teaching have addressed the explicit application of knowledge within the field. This paper views knowledge from the positions of explicit knowledge, and implicit or tacit knowledge. Although widely acknowledged as a contributing constituent of teachers' practice, there has been limited research on tacit knowledge in teaching. The nature of teachers' work generates evidence from observable behaviour and action, and has contributed significantly to contemporary research on practice. Where there is a gap in similar expanse of research is on the understanding of the non‐observables and implicit or tacit knowledge which informs practice. This area of tacit knowledge in teaching remains minimally understood and under‐researched. The research presented in this paper identifies underlying cognitive processes which inform practice in teaching. For the first time in research on teaching, these cognitive processes have been amalgamated to capture what happens beyond that which is observable. A call for unison on the dynamics of implicit and explicit knowledge in teaching is urgent to unearth complexity and externalise professional development stages. The findings from this paper will be beneficial to teachers, teacher educators and policymakers. Context and implicationsRationale for this studyThere is a strong body of work on the observable elements of teaching and how observed behaviour contributes to an improved understanding of practice. There is limited insight of the tacit composition of teaching.Why the new findings matterResearch into teaching acknowledges the place of tacit knowledge which underpins teacher action. This paper contributes to the field in the identification of cognitive processes which interact and subsequently activate observable teacher action or behaviour. Teacher thinking, evidenced in cognitive processes precedes teacher action and behaviour. Decision making in teaching is foundational, and the interplay of seven cognitive processes which this paper explores, advances understanding of the tacit composition of teaching.Implications for practiceThis paper impacts on the field of teaching in its ability to externalise the cognitive processes which shape practice. Whilst there is significant provision for the explicit knowledge of practice, there is limited understanding of the implicit constituents of teaching. From this paper, teachers are equipped with the understanding needed to develop the tacit elements of their practice. Another implication is on teacher education in the delivery of an enhanced and holistic preparation of new entrants to the profession. For policymakers, relevant policies which support teachers' development could be informed by knowledge of the tacit composition of teaching.

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Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

Shim,

Thompson

2024

Science Education

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We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4‐year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co‐evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations. We qualitatively analyzed the video/audio recordings of the PLC members' interactions in eight 75‐min PLC meetings (11 h) and a full‐day professional development (8 h) and classroom teaching (34 lessons) over the period of 6 months. We found that the contextual resources accumulated from the historical 4‐year RPP—including a culture of collaborative inquiry, collegial relationships, structures for teacher collaboration, and expertise embedded in individuals as well as co‐developed tools and practices (cultural, social, structural, and expertise resources)—were important. These resources, in combination with emerging teacher leadership (leadership resource) and timely supports, such as school leadership and district‐based funding for sustaining structures for collaboration (leadership and structural resources), enabled the teachers to launch and drive their own collaborative inquiry and shift instruction after the conclusion of the grant. The harmonized contexts led the teachers to learn across the PLC and classrooms by engaging in co‐evolution mechanisms—setting goals based on classroom data, reasoning about instructional practices using various representations of teaching, and experimenting on a set of common practices across classrooms. This paper is part of the special issue on Teacher Learning and Organizational Contexts.

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Towards a complex framework of teacher learning-practice

Cited by 80 publications

References 54 publications

Teachers’ agency during the Covid-19 lockdown: A new materialist perspective

Teachers’ agency during the Covid-19 lockdown: A new materialist perspective

How efficiently are we using our understanding of the tacit dimension of teaching?

Contextual resources supporting the co‐evolution of teachers' collective inquiry and classroom practice after the grant ended

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