dc.contributor.author | Hordvik, Mats Melvold | |
dc.contributor.author | Fletcher, Tim | |
dc.contributor.author | Haugen, Anders L. Hage | |
dc.contributor.author | Møller, Lasse | |
dc.contributor.author | Engebretsen, Berit | |
dc.date.accessioned | 2021-11-08T14:55:45Z | |
dc.date.available | 2021-11-08T14:55:45Z | |
dc.date.created | 2021-05-27T14:04:11Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | Teaching and Teacher Education. 2021, 101, Artikkel 103318. | en_US |
dc.identifier.issn | 0742-051X | |
dc.identifier.uri | https://hdl.handle.net/11250/2828438 | |
dc.description | This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/). | en_US |
dc.description.abstract | The purpose of this research was to explore how we were becoming teacher educators as we built and engaged in relationships through collaborative teaching and research practice. By engaging with collaborative self-study as methodology-pedagogy and rhizomatics, our data pertaining to teaching-research (i.e., group and pair meetings, reflective diaries) highlight how collaborative self-study produced evolving and meaningful practices, learning, and relationships that resulted in our becoming collaborative, committed, and innovative teacher educators. This study demonstrates the potential of using collaborative self-study together with relational and non-linear frameworks such as rhizomatics to reveal different and ongoing understandings of becoming teacher educators. | en_US |
dc.language.iso | eng | en_US |
dc.subject | Deleuze | en_US |
dc.subject | identity | en_US |
dc.subject | physical education teacher education | en_US |
dc.subject | professional development | en_US |
dc.subject | professional learning | en_US |
dc.subject | teacher education | en_US |
dc.title | Using collaborative self-study and rhizomatics to explore the ongoing nature of becoming teacher educators | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | © 2021 The Author(s) | en_US |
dc.source.pagenumber | 11 | en_US |
dc.source.volume | 101 | en_US |
dc.source.journal | Teaching and Teacher Education | en_US |
dc.identifier.doi | 10.1016/j.tate.2021.103318 | |
dc.identifier.cristin | 1912267 | |
dc.description.localcode | Institutt for idrett og samfunnsvitenskap / Department of Sport and Social Sciences | en_US |
dc.source.articlenumber | 103318 | en_US |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |