Research Impact: In this paper we suggest that professional development providers need to be aware of the multiple elements of a teacher assemblage and to understand the complexity of teacher learning when deciding where to most effectively invest their energies. This is not to say that the professional development providers can dictate or control the teacher assemblage (similar to an orchestrator’s limited control over the musical performance), but rather to highlight and enhance enabling conditions for teachers. Teachers negotiate their learning and teaching with elements within their numerous contextual elements depending on the fore-fronting of elements/experiences in one space over the other spaces within the teacher assemblage. These collaborative negotiations within an assemblage highlight the complexity in the learning and teaching process and the ongoing process of ‘becoming different’ throughout the learning journey (and beyond).
Scanlon, D., MacPhail, A., & Calderón, A. (2022). A rhizomatic exploration of a professional development non-linear approach to learning and teaching: Two teachers’ learning journeys in ‘becoming different’. Teaching and Teacher Education, 115. https://doi.org/10.1016/j.tate.2022.103730