When Teacher Preparation and Induction Collide: Deterritorializing Dichotomies of (Un)Certain Work Within Teacher Residency Experiences

• In Event: Researching and Innovating in Teacher Preparation Programs

Abstract

Teacher preparation and induction are two hallmarks of teacher-becoming commonly presumed to be detached from one another, forcing teacher candidates to transition linearly from one phase to another. Posthumanist and post-qualitative research illuminates a complex response to one research question: What does the collision of teacher preparation and induction reveal about becoming a teacher? Doing research in a ‘minor key’, pre-service teacher residents’ and one university administrator’s perspectives are examined. Our findings demarcate multiple dichotomies that complicate the conventional bifurcation of preparation and induction. Participants revealed a deterritorialized account of their residency experience. Examining how one residency program works at the ‘speculative middles’ of multiple concepts produces reverberating implications for expanding a non-linear engagement with research on teacher becoming.

Authors

• Maria Ferris Greene Wallace, University of Southern Mississippi

• Elisabeth Jolly, University of Southern Mississippi

• Julie Rust, St. Andrew's Episcopal School