Moving From "What" to "Why/How" of Teaching and Learning

• In Event: 64.087 - MTCC Roundtable Session 28
  In Roundtable Session: 64.087-8 - Self-Study and STEM Education

Abstract

Being transitioned into a new role as a teacher-educator (TE), after having expertise in teaching K-12, is challenging. In my case, the previous experiences with the direct instruction environment in my home country complicated my transformation into an inquiry-oriented environment in the United States. The purpose of this self-study is to describe and analyze the beginnings of my journey in becoming a mathematics TE through the lens of Newberry’s (2014) emotional stages. This study might enlighten others about my voyage of becoming a TE by conveying the idea that even though the process is slow yet considering “knowledge directly impacts practice” (Loughran, 2011, p.289) works as an impetus to articulate nuances in one’s own pedagogy of teacher education.

Author

• Pavneet Kaur Bharaj, California State University Bakersfield