Abstract
The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators.
Highlights
The concept of “becoming” has been used as a metaphor from a diverse range of theoretical perspectives where it is positioned as: “an evolutionary, iterative process emerging from the way individuals become entangled within the networks of social relations and material settings that constitute their existential worlds” (Ovens et al, 2016a, p. 356)
The purpose of this research was to explore the ways we were becoming as teacher educators as we built and engaged in multiple relationships through collaborative teaching and research practice in one physical education course in a Norwegian teacher education program
Our use of collaborative selfstudy of teacher education practices (S-STEP) and the rhizomatic concepts of “becoming” and “assemblage” provoked us to explore the relational and ongoing processes that co-produced the ways we were becoming as teacher educators in our particular contexts
Summary
The concept of “becoming” has been used as a metaphor from a diverse range of theoretical perspectives where it is positioned as: “an evolutionary, iterative process emerging from the way individuals become entangled within the networks of social relations and material settings that constitute their existential worlds” (Ovens et al, 2016a, p. 356). The use of critical posthumanism and its related theories (such as rhizomatics) and particular concepts (e.g., “becoming” and “assemblage”) can offer generative insights into becoming a teacher educator. This is due to an explicit acknowledgement that each context and situation will contain different teacher educators in particular configurations. These dynamics produce particular social, cultural, and material relationships and enable nuanced interpretations of becoming
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