Pain, Vulnerability, and Joy in the Learning of Novice Teacher Educators

• In Event: Faculty and Doctoral Students' Teaching Experiences in Higher Education

Abstract

The purpose of this paper is to describe how a community of practice (Lave & Wenger, 1991) navigated pain, joy, and vulnerability in our praxis to develop a professional vision (Goodwin, 1994) around preparing teacher candidates. Through collaborative autoethnography (Ellis & Bochner, 2000), we tell the story of how we interpreted and navigated critical moments in an online course about urban education with all white teacher candidates. Autoethnography involves first-person narratives that offer insights on the meaning of experience through self-reflection (Barr, 2019). These narratives highlight the need for teacher educators to understand their own identities in nuanced ways because it was our own understanding of who we are that dictated how we thought about and taught teacher candidates.

Authors

• Jonathan McCausland, Iona University
  Presenting Author

• Di Liang, Pennsylvania State University
  Presenting Author

• Azaria I. Cunningham, Pennsylvania State University
  Presenting Author

• Nakisha Whittington, Virginia Commonwealth University
  Presenting Author