Cultivating Scholar-Practitioner Identities: Exploring Dewey's Conceptualization of the Reflective Thinker Through Teacher Education

• In Event: The Lived Terms of Dewey's Pedagogical Thinking

Abstract

This paper offers the journey of a collaborative inquiry among a group of teacher education faculty and graduate student instructors to examine personal/program philosophies as we reflected on what it means to lean on and re-connect with Dewey, in our own individual ways, as we introduced him and progressive ideas about education to our Bachelor of Education students. A foundational goal of the program is cultivating educators who, through experience, collaboration and reflection, live at the intersection of scholarship and practice. In the spirit of personifying the scholar-practitioner attributes we aim to cultivate with our students, our paper uncovers the value of re-visiting, re-framing and re-purposing influential scholarship, specifically, the works of John Dewey, in relation to program aims and experiences.

Authors

• Sabre Lynn Cherkowski, University of British Columbia

• Catherine A. Broom, The University of British Columbia - Okanagan

• Kyle Hamilton, The University of British Columbia - Okanagan

• Darlene Loland, The University of British Columbia - Okanagan

• Jody Dlouhy-Nelson, University of British Columbia - Okanagan

• Karen Ragoonaden, The University of British Columbia

• Leslie P Shayer, UBC Okanagan