The (Re)Construction of Teacher Self-Identity: Engaging With the “Other” in Building Family-School Partnerships

• In Event: Navigating Disconnects Between Student and Teacher Identities

Abstract

This paper explores the development of practicing early childhood teachers’ ideologies and reflective practices for working with families from marginalized populations. The impacts of an online, job-embedded graduate course are discussed through a conceptual framework of Freire’s (1970/2000) praxis and Kegan’s (1982) constitutions of self. Researchers employed a chronological embedded single case study design to capture a holistic picture of how knowledge gained from a family engagement course was embodied by four early childhood teachers in the classroom context. Findings revealed teachers displaying the clearest growth developed informed empathy; a personal connection to literature through critical reflection; and specific plans of action. The findings challenge teacher educators to rethink how to explicitly scaffold classroom teachers family-school engagement praxis.

Authors

• Olivia Soutullo, University of Florida

• Stephanie C. Sanders-Smith, University of Illinois at Urbana-Champaign

• Tina M Smith-Bonahue, University of Florida