Developing a pedagogy of teacher education using self-study: A rhizomatic examination of negotiating learning and practice |
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| Institution: | 1. Department of Physical Education, Norwegian School of Sport Sciences, P.O. Box 4014, Ullevål Stadion, 0806, Oslo, Norway;2. Department of Physical Education and Sports Sciences, University of Limerick, Castletroy, Limerick, Ireland;3. Department of Coaching and Psychology, Norwegian School of Sport Sciences, P.O. Box 4014, Ullevål Stadion, 0806, Oslo, Norway |
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| Abstract: | This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy. |
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| Keywords: | Deleuze Orchestration Professional development Qualitative research Teacher educator |
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