Title

Being before: Three Deleuzian becomings in teacher education

Department

Elementary and Early Childhood Education

Document Type

Article

Publication Date

2021

Embargo Period

8-13-2021

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

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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