Diffraction as an otherwise practice of exploring new teachers’ entanglements in time and space

Louise Lambert*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    7 Citations (SciVal)
    Original languageEnglish
    Pages (from-to)421-435
    Number of pages15
    JournalProfessional Development in Education
    Volume47
    Issue number2-3
    DOIs
    Publication statusPublished (VoR) - 2021

    Keywords

    • Diffraction
    • affect
    • assemblage
    • becoming
    • collage
    • initial teacher education
    • intra-action
    • posthumanism
    • reflection

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