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
AuthorsGutierrez, 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.

Keywordsprofessional becoming; chronotopes; Bakhtin; school-university partnership
Year2021
JournalTeachers and Teaching
Journal citation26 (5-6), pp. 475-489
PublisherInforma UK Ltd
ISSN1354-0602
Digital Object Identifier (DOI)https://doi.org/10.1080/13540602.2021.1873761
Scopus EID2-s2.0-85099872051
Research or scholarlyResearch
Page range475-489
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online27 Jan 2021
Publication process dates
Accepted05 Jan 2021
Deposited07 Sep 2021
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