Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning

dc.contributor.authorSherman, Brandon
dc.contributor.authorTeemant, Annela
dc.contributor.departmentSchool of Educationen_US
dc.date.accessioned2021-10-15T17:30:31Z
dc.date.available2021-10-15T17:30:31Z
dc.date.issued2021-05-27
dc.description.abstractTeacher professional development (PD) is about change. One of the most prominent lines of research on PD addresses what makes it an effective change process. This research produces critical features of effective PD, the seemingly active ingredients of teacher change that are meant to guide professionals in the design, implementation, and evaluation of PD programmes. Embedded within this research is a linear, hierarchical, causal mono-logic model that is the hallmark of Western rational thought. Rhizomatic thought, with its non-linear perspectives, offers a contrast, highlighting the unpredictable multiplicity of complex systems that embrace the emergent dynamics of becoming and hybridity. In this paper, we look at features of effective PD through a rhizomatic lens, with a focus on PD as mapping and tracing. Drawing on vignettes from two case studies from a year-long pedagogical coaching PD programme, we explore how effective features of PD can be unravelled in practice and rewoven into vibrant hybridity within real-world school contexts.en_US
dc.eprint.versionAuthor's manuscripten_US
dc.identifier.citationSherman, B., & Teemant, A. (2021). Unravelling effective professional development: A rhizomatic inquiry into coaching and the active ingredients of teacher learning. Professional Development in Education, 47(2–3), 363–376. https://doi.org/10.1080/19415257.2020.1825511en_US
dc.identifier.issn1941-5257en_US
dc.identifier.urihttps://hdl.handle.net/1805/26799
dc.language.isoenen_US
dc.publisherTaylor and Francisen_US
dc.relation.isversionof10.1080/19415257.2020.1825511en_US
dc.relation.journalProfessional Development in Educationen_US
dc.rightsIUPUI Open Access Policyen_US
dc.sourceAuthoren_US
dc.subjecteducational coachingen_US
dc.subjectnon-linear theoryen_US
dc.subjectProfessional developmenten_US
dc.subjectprofessional learningen_US
dc.subjectrhizomaticsen_US
dc.subjectteacher learningen_US
dc.titleUnravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learningen_US
dc.typeArticleen_US
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