How Does Pedagogical Slipperiness Enable Speculation in/for Teacher Professional Learning?

This chapter reports on data generated through a process of COVID-19 attuned metho-pedagogical innovation established in the chapter "what are artists and art educators teaching us about how we can conceive and deliver teacher professional learning into the future?" Analysis of data reported in Coleman and MacDonald’s (2020) chapter articulates how movement between temporal and latent space enables teachers to attend to professional learning during times of COVID-19 driven interruption. The act of moving between the temporal and latent creates what can be described as Deleuzean slippage ; a productive act that yields new possibilities for becoming differently. This follow-up chapter reports data generated via a widened lens of slippage enacted by an expanded authorship team. In so doing, this chapter elicits an example of methodological and pedagogic interchange – with methodology and pedagogy mutually constituting each other, becoming metho-pedagogy. With a/r/tographic documentations of change occurring individually, collectively, and collaboratively, we propose slipperiness as a generative catalyst for change in pedagogic ways of knowing.