The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership

Journal article

Gutierrez, Amanda and Kostogriz, Alex. (2021). The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching. 26(5-6), pp. 475-489. https://doi.org/10.1080/13540602.2021.1873761

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Authors	Gutierrez, Amanda and Kostogriz, Alex
Abstract	This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.
Keywords	professional becoming; chronotopes; Bakhtin; school-university partnership
Year	2021
Journal	Teachers and Teaching
Journal citation	26 (5-6), pp. 475-489
Publisher	Informa UK Ltd
ISSN	1354-0602
Digital Object Identifier (DOI)	https://doi.org/10.1080/13540602.2021.1873761
Scopus EID	2-s2.0-85099872051
Research or scholarly	Research
Page range	475-489
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	27 Jan 2021
Publication process dates
Accepted	05 Jan 2021
Deposited	07 Sep 2021

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