Critical Friendship and Its Role in Supporting Pedagogical Innovation in Preservice Teacher Education

• In Event: 26.072 - Self-Study Utilizing Critical Friends

Abstract

We describe and interpret the ways in which critical friendship supported a pedagogical innovation in teacher education – one that focuses on ways to foster meaning and joy through physical education. Data were gathered reflective journal entries, emails, recorded Skype calls, and teaching observations. Our findings showed that critical friendship held significant benefits in advancing and supporting the development of the innovation. However, while our critical friendship progressed fairly smoothly, we engaged in the process without considering the potential problems that might unfold. In this way, we risked placing our collaboration and the future of the innovation in jeopardy by not outlining our expectations or responsibilities. Implications for innovations in teacher education are discussed in light of the findings.

Authors

• Tim Fletcher, Brock University

• Deirdre Ni Chroinin, Mary Immaculate College

• Mary O'Sullivan, University of limerick