Becoming Academic: Using Self-Study to Explore Emerging Beliefs and Practices of a Teacher Educator

• In Event: Roundtable Session 29
  In Roundtable Session: Interrogating "Becoming" Through Self-Study

Abstract

The aim of this research project was to use self-study methodology to allow the researcher to explore her own emerging beliefs and practices about teaching pre-service teachers in a multicultural education course, as well as her emerging leadership within a collaborative working group of other teacher educators who also taught this course. Using grounded theory to analyze the researcher’s personal journal and transcripts and notes from the group meetings, the researcher found four themes. They were: 1) attempting to make sense of teaching and learning; 2) emotional responses to teaching and learning; 3) cultural and political issues of teaching and learning; and 4) learning to develop practices of collegiality and leadership. Implications for graduate student and professional socialization are discussed.

Author

• Alexandra Michelle Weiss, Indiana University