Tracing the Tensions in Narratives about Teaching Content Area Literacies: A Dialogical Self-Study of Teacher Education

• In Event: Roundtable Session 96
  In Roundtable Session: Writing, Literacy, and Self-Study

Abstract

The purpose of this paper is to present a dialogical self-study of the collaborative planning, teaching, and redesigning a summer institute on content area literacies for pre- and in-service teachers. Over a period of three years, a team consisting of three doctoral students and a professor has constructed a discursive space that blurs genres of teacher education, doctoral education, and mentorship. This paper presents an historical tracing of three themes that address tensions that arose in the dialogical narratives about teacher education: inquiry and imagination, theory and practice, and production and remixing. In taking a dialogical approach to self-study, we highlight the heteroglossic character of our collaboration as teacher educators and trace the “dialogic threads” that have shaped the Institute.

Authors

• Lindsay Oakes, Teachers College, Columbia University

• Mei Ying Tan, Teachers College, Columbia University

• Vaughn W.M. Watson, Michigan State University

• Marjorie Siegel, Teachers College, Columbia University