Educating the Educator: Teacher Educators and Teachers Learning Through Portfolios and Reflections

• In Event: 49.074 - Teacher Learning Through Reflection: Strategies and Capacity

Abstract

This paper is drawn from data collected in a focus group designed to explore teachers and teacher educators’ perceptions of narratives and evidence-based practices that influence their pedagogical practices, writing experiences, writing instruction and beliefs. Krueger (1988) maintains that the “intent of the focus group is to promote self-disclosure among participants. For some individuals, self-disclosure comes easily-it is natural and comfortable. But for others, it is difficult or uncomfortable and requires trust, effort, and courage.” We sought to understand teachers’ perceptions of narratives and writing instruction as they craft and share stories about evidence-based practices, issues in education, hopes and desires for transformative and innovative classrooms.

Authors

• Jeffrey Stuart Kaplan, University of Central Florida

• Elsie Lindy Olan, University of Central Florida