Crossing Intellectual Borders: Learning to Become Teacher Educator-Researchers in a Doctoral Seminar

• In Event: Roundtable Session 3
  In Roundtable Session: Exploring the Scholar in Self-Study

Abstract

The transition from classroom teacher to teacher educator-researcher is markedly complex. However, the narrative plotline of recent research into this transition is particularly one-sided: The classroom teacher enrolls in a doctoral program, completes the program, and is employed in a higher education setting. What is often absent from these narratives are those doctoral students who maintain part-time status and/or remain in school settings upon graduation. In this self-study of teacher education practices, we explore how three doctoral students who hold different positions within a doctoral program – two part-time and one full-time – engage with social studies research through participant in a doctoral seminar; and how those positions influence their understanding and use of social studies scholarship.

Authors

• Yonghee Suh, Old Dominion University

• Brandon M. Butler, Old Dominion University

• Mark Diacopoulos, Old Dominion University

• Maria O'Hearn, Old Dominion University

• Wendy Scott, Old Dominion University