Becoming Response-able Teachers: How Sustained Inquiry Mediated Prospective Teachers' (Re)Authoring of Self

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-15 - Using Inquiry With Preservice Teachers to Understand and Reflect on Inquiry

Abstract

This study explored how teacher candidates authored themselves as dialogic teachers as they navigated various spaces and discourses and constructed internally persuasive discourses that mediated their conceptual and pedagogical/practical understandings of teaching and learning. Framed by notions of response-ability and addressivity, we interrogated our course assignments as sites for this authoring/identity construction and for supporting teacher candidates in resisting the educational status quo. Findings reveal our TCs’ self-authoring processes were differentiated by perceptions of agency, their conceptual understandings of and relationships with various tools, their roles/relationships with their students, as well as how they navigated the discourses that mediated their practices and identity construction. Implications for creating dialogic spaces for developing conceptual/pedagogical understandings, tool appropriation, and identity construction are discussed.

Authors

• Audra Slocum, West Virginia University

• Sharon B. Hayes, West Virginia University

• Keisha Hopkins Kibler, Preston County Schools

• Casey King, Harrison County Schools

• Jessica B Lough, West Virginia University

• Michael Lane, West Virginia University