Exploring Student Teachers' 'Stuck Moments': Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education

Autor/in	Colmenares, Erica Eva
Titel	Exploring Student Teachers' 'Stuck Moments': Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education
Quelle	In: Professional Development in Education, 47 (2021) 2-3, S.377-391 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colmenares, Erica Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2021.1879229
Schlagwörter	Student Teachers; Teaching Experience; Student Attitudes; Theory Practice Relationship; Social Justice; Preservice Teacher Education; Emotional Response; Reflection + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Theorie-Praxis-Beziehung; Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Emotionales Verhalten
Abstract	This article attends to student teachers' 'stuck moments,' or emotional moments of crisis, in a social justice-oriented teacher education program (SJTE). It seeks to problematise the familiar tendency of viewing student teachers' stuck moments as symptomatic of the theory-practice gap. By troubling both the representational logic that undergirds the theory-practice gap and its reductionist explanations of stuckness, this work conceptualises stuck moments as a fluid, moving assemblage of bodies and discursive, affective, and material forces. Informed by posthumanist theories of affect and a post-qualitative methodology, this article posits that the pressure on student teachers to achieve teaching mastery, and participants' desire to make a discernible impact on their students, partially constitute the stuck moment assemblage. These elements illuminate the infiltration of "learning discourses" in stuckness. I argue that learning discourses, with their neoliberal focus on mastery, control, and measurable outcomes, collide with the uncertainty and tenuousness of social justice work. This research suggests that stuck moments have the potential to both expose and oppose the conflicting discourses, affective attachments, and intensities that student teachers encounter as they navigate their SJTE program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01