Abstract
This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 75-84 |
| Number of pages | 10 |
| Journal | Teaching and Teacher Education |
| Volume | 69 |
| DOIs | |
| State | Published - Jan 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
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(Re)conceptualizing preservice teacher supervision through duoethnography : Reflecting, supporting, and collaborating with and for each other. / Higgins, Mary; Morton, Amy E.; Wolkenhauer, Rachel Marie.
In: Teaching and Teacher Education, Vol. 69, 01.01.2018, p. 75-84.Research output: Contribution to journal › Article
TY - JOUR
T1 - (Re)conceptualizing preservice teacher supervision through duoethnography
T2 - Reflecting, supporting, and collaborating with and for each other
AU - Higgins, Mary
AU - Morton, Amy E.
AU - Wolkenhauer, Rachel Marie
PY - 2018/1/1
Y1 - 2018/1/1
N2 - This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation.
AB - This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation.
UR - http://www.scopus.com/inward/record.url?scp=85042149413&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85042149413&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2017.09.020
DO - 10.1016/j.tate.2017.09.020
M3 - Article
AN - SCOPUS:85042149413
VL - 69
SP - 75
EP - 84
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -