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| Autor/inn/en | Ailwood, Jo; Ford, Margot |
|---|---|
| Titel | Becoming Exceptional: Exploring Selves and Assemblages in the National Exceptional Teaching in Disadvantaged Schools Program |
| Quelle | In: Australian Journal of Teacher Education, 42 (2017) 4, S.57-68, Artikel 5 (13 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0313-5373 |
| Schlagwörter | Disadvantaged Schools; Teacher Effectiveness; Preservice Teachers; Mentors; Teacher Educators; Teacher Education; Transformative Learning; Self Concept; Educational Philosophy; Program Descriptions; Online Surveys; Student Attitudes; Foreign Countries; Semi Structured Interviews; Australia |
| Abstract | This paper explores the work of "becoming exceptional" amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher educators leading the teaching of our University's NETDS program, the most important questions became ones of self and transformation for the participating preservice teachers. To begin these explorations we make use of concepts provided by Deleuze and Guattari, and expanded upon by Braidotti; the notions of "becoming" and "collective assemblages". These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS program. (As Provided). |
| Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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