Teaching as Assemblage: Negotiating Learning and Practice in the First Year of Teaching

Currently an assistant professor at CSU East Bay, Katie Strom has just been published in The Journal Of Teacher Education. Below is a description of the book;

“This research article employs non-linear theoretical and methodological ideas to address the problematic nature of the linear thinking underlying recent accountability reforms by examining the construction of teaching practices of a first-year secondary science teacher. The study provides evidence that enacting pre-professional learning is a complex undertaking shaped by the ways the elements present in the school setting work together, and, thus, teaching is a collectively negotiated activity. The author offers implications for teacher preparation practice and policy and advocates for an ontological turn in teacher education research that focuses on processes of teaching rather than outcomes alone.”

You may read the article here, Teaching As Assemblage: Negotiating Learning and Practice in the First Year of teaching