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

Amanda Gutierrez, Alex Kostogriz

Research output: Contribution to journalArticleResearchpeer-review

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.

Original languageEnglish
Pages (from-to)475-489
Number of pages15
JournalTeachers and teaching: theory and practice
Volume26
Issue number5-6
DOIs
Publication statusPublished - 2020

Keywords

  • Bakhtin
  • chronotopes
  • Professional becoming
  • school-university partnership

Cite this