Complicated Boundary Crossings: A Collaborative Self-Study of Coteaching With School-Based Faculty

• In Event: Coconstructing Methodology and Curriculum: Blurring Boundaries Within the Classroom

Abstract

Narrative inquiry methods were used to conduct this collaborative self-study which builds on and problematizes Zeichner’s (2010) notion of third-spaces. Two teacher educators investigated their co-teaching with school-based faculty in an Urban Education program in a secondary Professional Development School. Findings indicate that the field is both confining in the sense that we are limited by issues of accountability, power, and privilege and liberating in that our collaborations have helped us become better teacher educators and resulted in authentic learning opportunities for our students.

Authors

• Nichole A. Guillory, Kennesaw State University

• Wendy B. Sanchez, Kennesaw State University

• Jennifer Glendenning

• Verlynda Slaughter-Thompson