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Teacher Education  \n\n| Volume 42\u003Cbr>Issue 4 Teacher Education for High Poverty Schools | Article 5 |\n| --- | --- |\n\n2017  \nBecoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program  \nJo Ailwood  \nUniversity of Newcastle, [jo.ailwood@newcastle.edu.au](jo.ailwood@newcastle.edu.au)  \nMargot Ford  \n[margot.ford@newcastle.edu.au](margot.ford@newcastle.edu.au)  \nRecommended Citation  \nAilwood, J., & Ford, M. (2017). Becoming Exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program. Australian Journal of Teacher Education, 42 (4).  \n[http://dx.doi.org/10.14221/ajte.2017v42n4.5](http://dx.doi.org/10.14221/ajte.2017v42n4.5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol42/iss4/5](http://ro.ecu.edu.au/ajte/vol42/iss4/5)  \nAustralian Journal of Teacher Education  \nBecoming Exceptional: Exploring Selves and Assemblages in the National Exceptional Teaching in Disadvantaged Schools Program  \nJo Ailwood  \nMargot Ford  \nThe University of Newcastle  \nAbstract: This paper explores the work of ‘becoming exceptional’  \namongst a group of preservice teachers taking part in the National  \nExceptional Teaching for Disadvantaged Schools program (NETDS).  \nThe NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where  \nthey can make a significant difference. For us, as teacher educators  \nleading the teaching of our University’s NETDS program, the most  \nimportant questions became ones of self and transformation for the  \nparticipating preservice teachers. To begin these explorations we  \nmake use of concepts provided by Deleuze and Guattari, and  \nexpanded upon by Braidotti; the notions of ‘becoming’ and ‘collective assemblages’. These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS  \nprogram.  \nIntroduction  \nThis paper explores the work of ‘becoming exceptional’ amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS) . The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into low socioeconomic schools where they can make a significant difference. The notion of what constitutes ‘exceptional’ in teaching is of course highly contested and deserves detailed treatment. Currently, thinking about ‘exceptional’ focuses upon identifying key characteristics of quality teaching, such asthe Australian Teaching Standards (AITSL, 2011), the Quality Teaching Framework in New South Wales (Gore & Bowe, 2015) and the changing nature of the teaching profession (Leaton Gray & Whitty, 2010) . Whilst acknowledging it is a problematic term, for the purposes of this paper we are drawing on those indicators of ‘exceptionality’ used in the NETDS program (Burnett & Lampert, 2014) . These will be discussed below. For us, as teacher educators and members of the team leading the teaching of our University’s NETDS program, the most important reflection was upon how the idea of ‘exceptional’ was played out in the transformation of identities for the participating preservice teachers.  \nIn this paper we explore preservice teachers’ stories, in doing this we are seeking ways to make spaces that sit with the chaos, risk and excitement of the experiences preservice teachers reported as they ‘became exceptional ’. Drawing on the concepts of becoming and collective assemblage, first discussed by Deleuze and Guattari and built on by Braidotti, weare exploring the complexity of space inhabited by this group of preservice teachers as they are ‘becoming exceptional’ in the place of the university. To begin this exploration we first describe the NETDS program at our University, including an outline of the research methodology. This is followed by","cbCaimCt9FUTtCwq","https://ap.wps.com/l/cbCaimCt9FUTtCwq","pdf",417850,13,"English","# Abstract\n# Introduction\n# Background to the NETDS Program and the Participating Preservice Teachers\n## Selection criteria and identification\n## Ongoing support within NETDS","[{\"question\":\"What is the main focus of the paper on preservice teachers in NETDS?\",\"answer\":\"The paper investigates how participating preservice teachers “become exceptional,” emphasizing self, transformation, and identity change within the program’s collective spaces.\"},{\"question\":\"How does the NETDS program support preservice teachers?\",\"answer\":\"NETDS provides mentoring and targeted support to help outstanding preservice teachers transition into low socioeconomic schools where they can make a significant difference.\"},{\"question\":\"What concepts guide the paper’s analysis of becoming exceptional?\",\"answer\":\"The paper draws on Deleuze and Guattari’s notions of becoming and collective assemblages, expanded through Braidotti’s theoretical developments.\"}]","Becoming Exceptional - Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program | PDF",1792077822,33]