Collective Pause: Using Memory Work and Collaborative Self-Study to Strengthen Teacher Educator Practices

• In Event: Foregrounding the Relational in Teacher Education Practice

Abstract

As educators continue to process lessons learned from the pandemic, three teacher educators from three different teacher preparation programs at the same southeastern university formed a critical friendship (Schuck & Russell, 2005) to reflect upon skills, dispositions and beliefs needed to address the evolving pressures placed on pre-service teachers (PSTs) by the pandemic. Through collective memory-work (Crawford et al., 1992; Haug, 1987), we surface critical incidents encountered during three unique sets of course requirements (Flanagan, 1954). Applying Mercier’s (2020) thinkable/doable theoretical framework and journey mapping to critically reflect on our practices, we see potential to disrupt traditional power dynamics that may assist in dismantling, redesigning, and reconstructing systems that view opportunity and education in a new light.

Authors

• Dawn Bagwell, College of Charleston

• Jennifer Haddad Lingle, University of North Carolina - Greensboro

• Judy A. Fowler, University of North Carolina - Greensboro