The Wide Divide: Educator Reflections on Bridging the Gap Between Social Studies Theory and Practice

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Studies Across Disciplines (Table 32)

Abstract

Drawing upon the theories of teacher identity development and theory-to practice collaboration, this collaborative self-study explores how teacher-academics bridge the gap between educational theory and classroom practice as a result of their dual-identities as secondary classroom teachers and researchers. Findings reveal the academic affordances and constraints within the classroom and higher education, particularly the theory and practice in the classroom to challenge oppressive narratives, isolation from academic spaces, and exploration into how teacher identities and academic identities are intertwined. Implications include alignment between Implications for teacher education courses include an alignment between the cooperating teacher-scholar, the pre-service teacher, and the university supervisors/methods professors expectations and the potential for long-term research collaborations between education researchers, teacher educators, and practicing teachers.

Authors

• Sunny Wells, University of Southern Mississippi

• Whitney G. Blankenship, San Antonio College

• Teresa Bergstrom, University of South Florida

• Jeremy E. Shumpert, Aurora Public Schools