Developing Teacher Educators' Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study

• In Event: Self-Study and the Exploration of Teacher Educator Identities, Practices, and Dispositions

Abstract

Intentional integration of knowledge from both K-12 practices and teacher preparation theories support emerging teacher educators' hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of dilemmatic tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy through K-12 practices and teacher education efforts. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators' critical reflection on their own practices and identity development. Their experiences teaching K-12 students in a summer writing camp, creating cases based on writing camp experiences, and implementing those case discussions in teacher education settings hold implications for supporting more conscious, socially-just decision-making in dilemmatic situations.

Authors

• Tierney B Hinman, Auburn University

• Ye He, University of North Carolina - Greensboro

• Dawn Bagwell, University of North Carolina - Greensboro