English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The purpose of this study is to describe the conditions under which diffracting noticing becomes both a process and product in dynamic relations to re-imagine preservice science teachers’ becoming as ethical mattering, a concept rooted in a relational ontology of change and emergence. Drawing on theories of posthumanism, this study theorized pre-service teachers’  becomings  as ethical mattering which pays attention to two events: 1) the differences produced when participants engage in diffracting noticing by placing themselves in the middle of where they are in their  becomings , and 2) the effects or a material mark on bodies, things, and other actants left by these differences. During these events, intra-action and entanglement with other actors produced differences and juxtapositions about how they understood and enacted equitable science teaching. Preservice teachers began to re-imagine what they would do differently to enact more equitable and inclusive teaching practices. Preservice teachers who participated in diffracting noticing could “see” their teaching practices in relation to and entangled with others, and therefore became differently and ethically mattered. In doing so, teachers rendered themselves and each other response-able and accountable for the knowledge that was collectively co-constructed about equitable teaching. The notion of becoming as ethical mattering illustrated in this study contributes to a new thought and re-imagines the traditional notion of change-in-practice, as preservice teachers could not be the same person as they were prior to intra-acting and thus seeing-becoming differently.

Re-Imagining Preservice Science Teachers’ Becoming as Ethical Mattering: Diffracting Noticing in an Elementary Science Methods Course