Unstable Ground: Teacher Educators as Experiential Pioneers

• In Event: 25.027 - Frameworks for Self-Reflection: Emerging Teacher Identities

Abstract

This narrative self-study examines what it means to bring experiential education in comprehensive ways to teacher education. What does it mean for us as teacher educators to deeply engage in experiential education? In this study, we examine what it looks like for teacher educators to center experiential education in their work--and position themselves within it. The complicated realities of our roles as we engage this work--the physical, emotional, spiritual, social, moral, and intellectual challenges--reveals what it means to do experiential education with, for and because of our teacher education students and their own K-12 students.

Authors

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Cheryl Mason Bolick, University of North Carolina - Chapel Hill

• Christoph Stutts, University of North Carolina - Chapel Hill