Purpose Drawing on critical social theory and transformative learning, this study argues that it is significant to move beyond a deficit model of learning, and examine how reflection on the assumptions, pedagogical choices and institutional structures that shape teacher behaviour contribute to the inclusion or exclusion of some students. Using the theory of rhizome developed by Deleuze and Guattari (1987) the fluid conception of identity and the varying subject positions occupied by individuals is examined as they challenge structural ideologies.
Method This multicase study reports on data analysis of the journey of seven participants as they transition into the role of beginning teachers. Multiple data sets including individual interviews, reflective diaries, and classroom observations were used to gather data from participants in their roles as student teacher, intern and beginning teacher. Data analysis followed the constant comparative method and drawing on the rhizome model illustrated the complex and interrelated nature of the identified themes and theory, and the recursive nature of the process. Individual case analysis occurred prior to cross case analysis to ensure each case was understood for it particularity before and cross case analysis w-as undertaken
Results. Discussion of findings will highlight how beginning teachers who engage in critical reflection within a moral, ethical and political context can expose the ideological assumptions and hegemonic practices within institutions that threaten to alienate some students and limit their practices. It will provide valuable insight into how universities and schools can work together to enhance the development of professional knowledge and practice of beginning teachers.
Conclusion. The data analysis closely examines the socio-cultural factors that support or impede the transformation of beginning teachers' perceptions towards the provision of quality teaching for students with learning difficulties. The study concludes by suggesting that within the learning difficulty theoretical framework, critical social theory and transformative learning theories are required to contest learning as deficit.