Learning From Our Mi(S-STEP)s: Reflexivity and Power Disparities Among Two TESOL Teacher Educators

• In Event: Global Views of Teacher Education Using Self-Study of Teacher Education Practices (S-STEP) Methodology

Abstract

Two teacher educators—a doctoral candidate and a newly joint-appointed faculty member—found ourselves assigned as first-time course instructor and supervisor, respectively, for a graduate-level TESOL methods course in the spring of 2020. This self-study explores the role of reflexivity in our own professional learning by asking: what can we learn about ourselves and our professional identities as course instructor and supervisor through examining our patterns of collaboration and communication? We address reflexive discourse in moments of co-mentoring as well as in moments when we went in search of additional expertise. Importantly, we also speak to apparent mi[S-STEP]s in communication, which led us to interrogate our instructional team’s decision-making process and the power behind our varied professional identity entanglements.

Authors

• Laura M Kennedy, Northern Michigan University
  Presenting Author

• Peter I. De Costa, Michigan State University
  Presenting Author