Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education
Abstract
Situated in the field’s burgeoning attention to identifying and specifying “core practices” of teaching and drawing on data from a study of a writing methods course in a US teacher preparation program, this article draws on poststructuralist discourse and affect theories to show how attending to the affective dimensions of practice was crucial to “un-naming” discourses of Control and Failure in one preservice teacher’s writing lesson. The authors argue that binaries within metaphors of practice(s) must be continually troubled to ensure that children’s racialized, classed, and gendered positioning in schools is centered within practice-based teacher preparation.
Reference
Dutro, E. & Cartun, A. (2017). Cut to the core practices: Toward visceral disruptions of binaries in PRACTICE-based teacher education. Teaching and Teacher Education, 58, 119-128. https://doi.org/10.1016/j.tate.2016.05.001
Journal
Teaching and Teacher Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
- Literacy methods course
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
1
Other Participant Data
Duration of Data Collection
Data Sources
- Video
- Video of preservice teacher lead discussions in field placement
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
draws on poststructuralist discourse and affect theories to show how attending to the affective dimensions of practice was crucial to “un-naming” discourses of Control and Failure in one preservice teacher’s writing lesson (p. 119)
Is this research question explicit from the manuscript? Yes