Adrian D Martins
Datos Biográficos
| ID | 4150177 |
|---|---|
| NOMBRE | Adrian D Martins |
| NOMBRES | Adrian D |
| APELLIDO | Martins |
| FIRMA | MARTINS A D |
| AFILIACIONES | New Jersey City University |
| ORCID | 0000-0002-3475-5976 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 37 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1994 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 2 |
Teacher Educator Identity as a Relational Ontology
The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital connectivity, a dependency upon things, and the consumption of things as elements of teacher educator …
Toward a critical posthuman understanding of teacher development and practice
The purpose of this paper is to theorize an alternative, non-linear conceptualization of beginning teacher development based on critical posthumanism, which we illustrate through analysis from three in-depth case studies of first-year science teachers in the U.S. Drawing on the conceptual tools of assemblage, distributive agency, and intra-action, we examine three complex, relational processes that first-year teachers engaged in to construct thei…
Teacher identities and English learners in mainstream classrooms
The increasing placement of English learners (ELs) in mainstream classrooms in conjunction with scant attention given to teaching these students in preservice education and professional development suggests a need to better understand how mainstream teachers understand their professional identities as teachers of these students. The purpose of this qualitative study was to gain insight on how two mainstream teachers of ELs use language to constru…
The Agentic Capacities of Mundane Objects for Educational Equity
Research on teachers' professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educatio…
Affective reverberations
This chapter decenters the methodological unfolding of a qualitative research study on mainstream teachers of English learners, shifting from a sociocultural emphasis on individuality and agency towards affect as a productive post-structural concept. The researcher, participants, and findings are positioned as mutually constituted elements in an enmeshed entanglement of discursive processes, material contexts, animate bodies, and social norms and…
Toward a Linguistically Responsive Teacher Identity
Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in English-dominant teaching contexts. Findings suggest that the literature has largely focused on three m…
Mapping not tracing
In this article, we deploy ideas from Deleuze and Guattari to argue for the importance of engaging in educational research practice designed to be productive (mapping) rather than representational (tracing). First, we introduce the significance of our approach for educational research practice. Second, we unpack key constructs from Deleuze and Guattari required for constructing our argument, and we outline the shape of mapping as productive or tr…
Hold back the dawn
Mapping not tracing
In this article, we deploy ideas from Deleuze and Guattari to argue for the importance of engaging in educational research practice designed to be productive (mapping) rather than representational (tracing). First, we introduce the significance of our approach for educational research practice. Second, we unpack key constructs from Deleuze and Guattari required for constructing our argument, and we outline the shape of mapping as productive or tr…
Toward a critical posthuman understanding of teacher development and practice
The purpose of this paper is to theorize an alternative, non-linear conceptualization of beginning teacher development based on critical posthumanism, which we illustrate through analysis from three in-depth case studies of first-year science teachers in the U.S. Drawing on the conceptual tools of assemblage, distributive agency, and intra-action, we examine three complex, relational processes that first-year teachers engaged in to construct thei…
The Agentic Capacities of Mundane Objects for Educational Equity
Research on teachers' professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educatio…
Hold back the dawn
Mapping not tracing
In this article, we deploy ideas from Deleuze and Guattari to argue for the importance of engaging in educational research practice designed to be productive (mapping) rather than representational (tracing). First, we introduce the significance of our approach for educational research practice. Second, we unpack key constructs from Deleuze and Guattari required for constructing our argument, and we outline the shape of mapping as productive or tr…
Toward a Linguistically Responsive Teacher Identity
Despite current demographic imperatives, little is known about how teachers understand, construct, and enact their professional identities in relation to teaching English learners (ELs). This article, an empirical review of the literature on teacher identity and ELs, examines how teacher identity has been investigated among educators working in English-dominant teaching contexts. Findings suggest that the literature has largely focused on three m…
Affective reverberations
This chapter decenters the methodological unfolding of a qualitative research study on mainstream teachers of English learners, shifting from a sociocultural emphasis on individuality and agency towards affect as a productive post-structural concept. The researcher, participants, and findings are positioned as mutually constituted elements in an enmeshed entanglement of discursive processes, material contexts, animate bodies, and social norms and…
Teacher identities and English learners in mainstream classrooms
The increasing placement of English learners (ELs) in mainstream classrooms in conjunction with scant attention given to teaching these students in preservice education and professional development suggests a need to better understand how mainstream teachers understand their professional identities as teachers of these students. The purpose of this qualitative study was to gain insight on how two mainstream teachers of ELs use language to constru…
The Agentic Capacities of Mundane Objects for Educational Equity
Research on teachers' professional practices to facilitate equity and social justice has often focused on pedagogical approaches or dispositions aligned with this aim. Less attention has been given to how interactions with material contexts, tools, or resources can also contribute towards such a purpose. This article reports on a study that sought to investigate the ways material resources served as a vehicle to promote social change and educatio…
Toward a critical posthuman understanding of teacher development and practice
The purpose of this paper is to theorize an alternative, non-linear conceptualization of beginning teacher development based on critical posthumanism, which we illustrate through analysis from three in-depth case studies of first-year science teachers in the U.S. Drawing on the conceptual tools of assemblage, distributive agency, and intra-action, we examine three complex, relational processes that first-year teachers engaged in to construct thei…
Teacher Educator Identity as a Relational Ontology
The purpose of this inquiry was to explore teacher educator identity as a relational ontology. The study is conceptually grounded in new materialism and employed self-study methodology to analyze the ways teacher educator identity was produced and enacted in relation to materiality. Findings suggest the entanglement with the internet and digital connectivity, a dependency upon things, and the consumption of things as elements of teacher educator …
Sociology (7 obras) · Psychology (6 obras) · Pedagogy (5 obras) · Literacy, Media, and Education (4 obras) · Computer Science (3 obras) · Epistemology (3 obras) · Mathematics education (3 obras) · Political science (3 obras) · Professional development (3 obras) · Social science (3 obras)