Reconciling Beliefs and Practice: Exploring Emergent Teacher Educator Identity Through Appreciative Inquiry Self-Study

• In Event: Sheraton Roundtable Session Eleven
  In Roundtable Session: Equity, Culture, and Identity in Self-Study (Table 7)

Abstract

This appreciative inquiry self-study focuses on the culturally and linguistically responsive practices in the teacher education pedagogy of an emerging teacher educator. Building upon a previous study that identified a need for the teacher education program to increase preservice teacher exposure to and discussion of sociopolitical dimensions of education, a doctoral candidate and her advisor considered how the candidate’s beliefs and dispositions about language teacher identity impacted her instructional design choices as an emerging teacher educator. This reflective process demonstrated a potential for contributing to teacher educators’ growth competence, or the capacity to seek continued professional growth based on internally directed learning (Korthagen & Vasalos, 2005; Korthagen & Wubbels, 2001; Schön, 2017).

Authors

• Dawn Bagwell, College of Charleston
  Presenting Author

• Ye He, University of North Carolina - Greensboro
  Presenting Author