Writing to Learn and Writing to Teach: A Self-Study on Our Critical Reflective Practice

• In Event: 25.083 - MTCC Roundtable Session Eight
  In Roundtable Session: 25.083-9 - Writing and Reflection in and Through Self-Study

Abstract

This self-study reports on a collaborative inquiry between and among two teacher educators and their pre-service education students, from two different universities in the Northeast United States. One is a mid-sized private university in an urban area, the other a mid-sized public university in a rural area. Through a process of journaling and written narrative inquiry, we are collectively exploring what it means to become critical reflective practitioners (Brookfield, 1998; Larrivee, 2000; LaBoskey, 2004) as both teacher educators and pre-service teachers. In this process we have discovered the essential role that critical, collaborative, and in-depth journaling has served for refining and examining our pedagogies and classroom experiences.

Authors

• Margaret Clark, Massachusetts College of Liberal Arts

• Rebecca Buchanan, University of Maine