Non-Linear Perspectives on Teacher Development

1. Introduction: Illuminating a continuum of complex perspectives in teacher development 2. Towards a complex framework of teacher learning-practice 3. Supporting expansive learning in preservice bilingual teachers' zone of proximal development of the activity system: an analysis of a four-field model trajectory 4. 'The ability to lay yourself bare': centering rupture, inherited conversations, and vulnerability in professional development 5. Exploring cultural logic in becoming teacher: a collaborative autoethnography on transnational teaching and learning 6. Embracing complex adaptive practice: the potential of lesson study 7. A complex dynamic systems approach to the design and evaluation of teacher professional development 8. Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community 9. Exploring the role of curriculum materials in teacher professional development 10. 'Crossing the bridge': land education teacher professional development 11. Unravelling effective professional development: a rhizomatic inquiry into coaching and the active ingredients of teacher learning 12. Exploring student teachers' 'stuck moments': affect[ing] the theory-practice gap in social justice teacher education 13. Being before: three Deleuzian becomings in teacher education 14. 'It's all there.': Entanglements of teacher preparation and induction 15. Diffraction as an otherwise practice of exploring new teachers' entanglements in time and space 16. Aesthetic-ethical-political movements in professional learning: encounters with feminist new materialisms and Reggio Emilia in early childhood research 17. 2-Curious: jarring representations of the two-year-old in transformative continuous professional development (CPD) 18. Teacher subjectivities and multiplicities of enactment: Agential realism and the case of science teacher learning and practice with multilingual Latinx students 19. Entanglement, evaluation and practice in a professional learning innovation 20. What does making produce? Posthuman insights into documenting relationalities in maker education for teachers 21. 'I don't want them to feel like we're part of the establishment': teachers' learning to work with refugee families as entangled becomings 22. Reconceptualizing teacher professional learning about technology integration as intra-active entanglements 23. What if?: becoming response-able with the making and mattering of a new relationships and sexuality education curriculum