Source: Asia-Pacific Journal of Teacher Education, Volume 42, Issue 1, 2014, pages 82-97
This article draws on Margaret Somerville's ideas, who has suggested that a new methodology of postmodern emergence might allow researchers to disrupt the taken-for-granted and provide fresh insight into familiar problems.
One such familiar problem is the doubt and disillusion many early-career teachers experience, both during their teacher education and in their first years.
The authors rely on Somerville’s ideas by creating multiple modes of creative expression in order to allow fresh insight to emerge from the relationship between the multiple parts of the article.
They, two teacher educators and two early-career secondary teachers, argue that the research reminds them of the regenerative potency of relationships and conversations in which doubts and disillusion can be expressed and heard.
The implications for teacher education, at a time when direct face-to-face time with students is being eroded, are explored.