Dialogic Interactions as Objects of Self-Study: Two Teacher Educators' Transformative Journey Through Narrative Pedagogy

• In Event: Roundtable Session 2
  In Roundtable Session: Collaboration in Self-Study: Variations on a Theme

Abstract

This paper presentation explores the lived experiences of two teacher educators conducting a ten-day writing workshop and how they implement narrative and writing pedagogy and dialogic interactions as pedagogical tools to foster self –reflection and critical reflection for teacher candidates, in-service teachers and ourselves, as teacher educators.
In this study, we explore how, if at all, can engagement in dialogic interactions and writing and sharing narratives foster innovative and transformative teaching practices where language, culture and praxis intersect? This paper is drawn from data collected in a focus group designed to explore teacher candidates, teachers’ and teacher educator researchers’ perceptions of narratives, writings and dialogic interactions that influence their pedagogical practices, writing experiences, writing instruction and beliefs.

Authors

• Jeffrey Stuart Kaplan, University of Central Florida

• Elsie Lindy Olan, University of Central Florida