PUBLICATIONS OF NOTE

 

Toward a Framework of Teacher Learning-Practice

Strom & Viesca, 2020

In this paper, we draw from an emerging body of teacher education scholarship to distill a set of conceptual shifts that offer a set of theoretical tools to (re)think the teacher learning-practice in ways that better account for its dynamic, multiplicitous, ever-shifting nature.

 

Improving content teaching for multilingual students via complex theoretical understandings of teacher learning-practice

Viesca, Strom, Hammer, Masterson, Linzell, Mitchell-McCollough, and Flynn, 2019

This review of literature synthesizes empirical research on teaching multilingual learners, drawing on rhizomatics, a critical sociomaterialist theory, to provide a complex perspective of the literature.

PhEmaterialism: Response-able Research and Pedagogy

Strom, Ringrose, Renold, & Osgood, 2019

This piece served as the editorial for a double special issue on phEmaterialisms, which stands for posthuman feminist new materialisms in education. In it, we describe the evolution of phEmaterialisms as an international collaborative of scholars and artists who argue that we have an ethical responsibility to ensure our research responds to ethical imperatives materially and conceptually.

 

Non-linear negotiations: Constructing practice as a first-year teacher

Strom, Dailey, & Mills, 2018

This article reports on an empirical study of two first year science teachers, drawing on rhizomatics, a non-linear critical sociomaterialist theory, to demonstrate the hybridity and collective agency of the teaching process.

Teacher Professional Dispositions: Much Assemblage Required

Strom, Margolis, & Polat 2019

In this paper, we offer a critical discussion of teacher professional dispositions, reconceptualizing them from a rhizomatic perspective. We review the ways that current teacher preparation programs conceptualize this contested construct, arguing that our analysis shows that the field is collectively moving toward a more complex and situated understanding of teacher dispositions.

 

Clinging to the edge of chaos: The emergence of novice teacher practice

Strom, Martin, & Villegas, 2018

This article is a synthetic literature review of first year teaching practices, drawing on a complexity theory lens to discuss the nested systems of first year teaching.