Teacher Reflexivity: Becoming in the Irreversible Time

Abstract

This chapter explores teacher professional development through the lens of temporality. It argues that teaching and learning unfold within cyclical temporal patterns – daily routines, weekly rhythms, and yearly academic cycles – that shape both professional identity and pedagogical practice. Rather than viewing growth as a linear acquisition of skills, the chapter reframes development as a dynamic, reciprocal process marked by moments of rupture, discomfort, and surprize. The chapter emphasises the importance of attending to small, situated events – moments where embodied interactions, emotional intensities, and relational dynamics converge to catalyze transformation. It advocates for an understanding of inquiry and professional development as generative, open spaces where teachers continuously remake themselves, their relationships, and their educational environments.