Inquiry as Partnership Design: Teacher/Teacher Educator Learning in a Critical Research-Practice Partnership (Poster 6)

• In Event: AERA Poster Session Twelve
  In Poster Session: Teacher and Teacher Preparation Poster Session One

Abstract

This practitioner inquiry interrogates the process by which a group of doctoral students/candidates and a faculty mentor continuously and collaboratively re-envisioned a research-practice partnership focused on genre-based pedagogy with a group of early grades bilingual educators. Our collective praxis led us to identify productive tensions (Stillman, 2011) in our approach, and our responses to these productive tensions both shaped opportunities for us and for teachers to learn and influenced the direction of our research project. Inquiry as stance (Cochran-Smith & Lytle, 2009) helped us to blur the boundaries between our roles as teacher educators and as researchers, while centering practitioner knowledge and questions about genre-based writing pedagogy, dynamic bilingualism and biliteracy, and student-centered instruction (Authors, 2022; Brisk, 2015; Halliday, 1993).

Authors

• Elizabeth Tetu, University of Colorado - Boulder
  Presenting Author

• Devon Hedrick-Shaw, University of Colorado - Boulder
  Presenting Author

• Mary Beth Snow Balderas, University of Colorado - Boulder
  Presenting Author

• Nelia Pena, University of Colorado - Boulder
  Presenting Author

• Mileidis Gort, University of Colorado - Boulder
  Presenting Author