Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Neomaterialisms and Teacher Education

  • Tammy MillsEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_215-1

Introduction

Common sense in teacher education holds that preservice teachers can be prepared to teach students in any context by acquiring a set body of knowledge and a repertoire of particular teaching moves (McDonald et al. 2013). In contrast, there is a growing belief that learning to teach is a complex endeavor (Cochran-Smith et al. 2016) which brings into question simplistic and linear conceptions of teacher preparation. Further, all teaching practice emanates from some theory, whether it is implicit or explicit. Thus, preservice teachers need opportunities to theorize the development of their complex knowledge and practices. They must have opportunities to grapple with complex, nonlinear theories to understand the multifaceted, interconnected aspects of their profession.

Preservice teacher education faces a double challenge. First, preservice teachers must have teaching and learning experiences in schools and classrooms to learn the practice of teaching. Second, most preservice...

This is a preview of subscription content, log in to check access.

References

  1. Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.Google Scholar
  2. Barad, K. (2012). On touching: The inhuman that therefore I am. Feminist Theory Out of Science, 23(1), 206–223.Google Scholar
  3. Braidotti, R. (2013). The posthuman. Cambridge, UK: Polity Press.Google Scholar
  4. Cochran-Smith, M., Villegas, A. M., Abrams, L., Chavez-Moreno, L., Mills, T., & Stern, R. (2016). In D. Gitomer & C. Bell (Eds.), Handbook of research on teaching. Washington, DC: American Educational Research Association.Google Scholar
  5. Coole, D., & Frost, S. (2010). New materialisms: Ontology, agency, and politics. Durham: Duke University Press.CrossRefGoogle Scholar
  6. Morva McDonald, M., Elham Kazemi, E., & Kavanagh, S. (2013). Core practices and pedagogies of teacher education: A call for a common language and collective activity. Journal of Teacher Education, 64(5), 378–386.  https://doi.org/10.1177/0022487113493807.CrossRefGoogle Scholar
  7. Strom, K. J., & Martin, A. D. (2017). Becoming-teacher: A rhizomatic look at first- year teaching. Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  8. Zeichner, K., & Liston, D. (2013). Reflective teaching: An introduction (2nd ed.). New York: Routledge.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.College of Education and Human DevelopmentUniversity of MaineOronoUSA

Section editors and affiliations

  • Kathryn Strom
  • Alan Ovens
    • 1
  1. 1.School of Curriculum and PedagogyUniversity of AucklandAucklandNew Zealand