Provoking the Mentoring Self: Examining Teaching Interactions Through Dialogic Self-Study

• In Event: 52.084 - Roundtable Session 20
  In Roundtable Session: 52.084-3 - Problematizing Teacher Education Practices Through Self-Study

Abstract

This paper presents the findings of two researchers engaged in a recursive, explicitly dialogic self-study process examining narrative and cultural artifacts from their teaching lives. This examination exists as a critical collaboration between teacher practitioners focused on uncovering and remaking our understandings of pedagogical practice, instructional improvement, and mentoring of graduate students within a state university context. Throughout this (re)search we have placed ourselves- our experiences, stories, and interpretations- as the sites of investigation. Together we seek to investigate the transformative possibilities of praxis through duoethnographic methods (Sawyer & Norris, 2013), and along the way have unearthed findings relevant to our own practice as well as the larger community of university faculty and students involved in English education graduate studies.

Authors

• Julianna E. Kershen, The University of Oklahoma

• Crag A. Hill, University of Oklahoma