Developing Teacher Educators' Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study.
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| Title: | Developing Teacher Educators' Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study. |
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| Authors: | Hinman, Tierney B.1 tbh0028@auburn.edu, He, Ye2, Bagwell, Dawn2 |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Nov 2021, Vol. 17 Issue 3, p330-349. 20p. |
| Subject Terms: | *Autodidacticism, *Teacher education, *Diversity in education, *Cultural pluralism, *Critical pedagogy |
| Abstract: | Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators' critical reflections on their own practice and identity development. Data collection spanned teacher educators' experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators' sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators' critical reflections on their own practice and identity development. Data collection spanned teacher educators' experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators' sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2021.1960814 |
