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Despite the multifaceted complexity of teaching, dominant
perspectives conceptualize teacher development in linear,
dualistic, transactional, human-centric ways. The authors in this
book offer non-linear alternatives by drawing on a continuum of
complex perspectives, including CHAT, complexity theory, actor
network theory, indigenous studies, rhizomatics, and
posthuman/neomaterialisms. The chapters included here illuminate
how different ways of thinking can help us better examine how
teachers learn (relationally, with human, material, and discursive
elements) and offer ways to understand the entangled nature of the
relationship between that learning and what emerges in classroom
instructional practice. They also present situated illustrations of
what those entanglements or assemblages look like in the
preservice, induction, and inservice phases, from early childhood
to secondary settings, and across multiple continents. Authors
provide evidence that research on teacher development should focus
on process as much (if not more than) product and show that
complexity perspectives can support forward-thinking, assets-based
pedagogies. Methodologically, the chapters encourage conceptual
creativity and expansion, and support an argument for blurring
theory-method and normalising methodological hybridity. Ultimately,
this book provides conceptual, theoretical, and methodological
tools to understand current educational conditions in late
capitalism and imagine otherwise. It was originally published as a
special issue of the journal Professional Development in Education.
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