(Re)Conceptualizing Positionality in a Professional Development School: Developing Teacher Educator Roles Through Duo-Ethnography

• In Event: 61.058 - Recommendations for Professional Development Schools Related to Preservice Teachers, Teacher Roles, and the Partnership

Abstract

This paper reports on ways duoethnography was used in a professional development school (PDS) to encourage novice graduate student teacher educators to articulate their positionality and develop reflexive stances. Through duoethnographic research, they juxtaposed their experiences as lived curriculum, or “currere.” Their collaborative research disrupted isolation so that they could critically reflect on their experiences over time while taking action on new learning. Duoethnography provided a structure for unpacking and reconstructing the complexities of working in a professional development school so that they could together develop tools and strategies for teacher education. By engaging in duoethnography, these teacher educators jointly (re)conceptualized their roles. The authors suggest that duoethnography can create spaces for collaborative, critical inquiry into PDS teacher education practices.

Authors

• Rachel Wolkenhauer, The Pennsylvania State University

• Mary Higgins, University of Colorado - Colorado Springs

• Amy Morton, The Pennsylvania State University