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Abstract
This dissertation explores preservice teacher preparation by studying how practices that matter, images of childhood, and reiterations in becoming teachers-to-be work during internship in two university based elementary teacher education programs. By working with concepts like material-discursive practices and entanglement borrowed from Karen Barad, posthuman child from Karin Murris, nomadic subjects from Rosi Braidotti, and others I analyze through single happenings the production and functioning of ‘practices’, ‘childhood’, and ‘teachers-to-be’ in teacher preparation internship, as three separate chapters. Data for this research project was produced through observations (field notes, video recordings, photographs), conversations (notes, audio recordings, notes produced by participants during conversations), and artefact collection (pre-service teachers’ program related writing, teacher program documents) by following three pre-service teachers in their final internship requirements in two undergraduate programs, one located in the Southeastern region of the United States and the other in Central India.