Abstract
Lived experiences are multiple. Utilizing deleuzoguattarian concepts, the chapter examines the double articulation of becoming a researcher of science teacher induction and science teacher educator to critically examine the taken-for-granted norms of what it means ‘know’ the novice science teacher. The first articulation depicts four multiplicitous moments of sedimentation that occurred throughout the author’s doctoral education. The second articulation examines how those lived moments fold and re-fold into research on science teacher induction. Drawing heavily on Deleuze and Guattari, the author re-conceptualizes science teacher induction from conventional programs of support, socialization, and limited, predictable blocks of time to a process of signification referred to as facialization.
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Wallace, M.F.G. (2019). Multiplicitous Moments: The Inculcation, Abstraction, and Resistance to the Face of the Novice Science Teacher. In: Bazzul, J., Siry, C. (eds) Critical Voices in Science Education Research. Cultural Studies of Science Education, vol 17. Springer, Cham. https://doi.org/10.1007/978-3-319-99990-6_20
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