Mobilising new understandings: an actor-network analysis of learning and change in a self-directed professional development community

This study joins recent research that explores the phenomenon of teacher learning through complexity and variability . Our paper furthers this line enquiry by exploring how literacy unfolds in self-directed professional development. In particular, we use concepts from actor-network theory (ANT) to help understand ways two iterations a book club influenced participants’ learning. The first iteration supported one teacher, Sebastián, changing traditional, teacher-centred literature more student-driven reading writing workshop instruction taking up critical, asset-based perspectives students. A second group did not support different, new Claire, reframing her practice or perspective similar ways. While we, as both active participants within clubs researchers interested learning, were initially confused disappointed with what appeared be failed experience for engaging ANT offered angle. Rather than focusing on Claire an individual, allowed us trace backwards see networks came together, competed, dissolved, overlapped produced Claire’s teaching practices perspectives, unsettling individualised linear conceptions