Listening: To Thine Own Self Be True

Michael P. Hayes, David S. McLaughlin, Valerie A. Allison-Roan

Research output: Contribution to journalArticlepeer-review

Abstract

This collaborative self-study examines the impact of taking a listening stance in the collegial relationships and practices of three early-career teacher educators within a small, private liberal arts institution. We consider the consequences of a listening stance on students' experiences of our practices and their education program. In addition, we explore how our individual histories influence our practices, our efforts to model listening, and our collegial relationships. Data sources include our journaling and in-class observations, feedback gathered from students on anonymous questionnaires and through focus-group discussions, and regular conversations with colleagues. Our findings illuminate the paradoxical nature of modeling a listening stance with pre-service teachers as listening to a multiplicity of voices challenged our ability to remain true to self in the midst of others' expressed needs and imperatives.

Original languageEnglish (US)
Pages (from-to)130-145
Number of pages16
JournalStudying Teacher Education
Volume10
Issue number2
DOIs
StatePublished - May 2014

All Science Journal Classification (ASJC) codes

  • Education

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