Being before: Three Deleuzian becomings in teacher education
Department
Elementary and Early Childhood Education
Document Type
Article
Publication Date
2021
Embargo Period
8-13-2022
Abstract
In this article, I use data from interviews with three social studies teachers to consider teachers’ identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian conceptions to theorise teacher education. Becoming teacher is a way for teachers and teacher educators to rethink professional identity for the fostering of justice and equity.
Journal Title
Professional Development in Education
Journal ISSN
1941-5265
Volume
47
Issue
2-3
First Page
392
Last Page
405
Digital Object Identifier (DOI)
https://doi.org/10.1080/19415257.2021.1891954
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