Phenomenal Experiences of Teacher Development, Identity, and Voice While Teaching Rural Children in Mexico

• In Event: AERA Roundtable Session Thursday 8:00 am Four Seasons Ballroom 4
  In Roundtable Session: Teacher Development and Identity in Multicultural Contexts (Table 7)

Abstract

We examine Panamerican University (UP) teacher experiences of technology teacher professional development (PD) for a teacher cohort, to support rural learners in Mexico. The lead investigator, together with their research assistant, conducted phenomenological research with teachers at the UP campus and at a rural elementary school in Mexico. Teachers integrated innovations in game-based learning pedagogies while using Pixton and PowerPoint to create superhero-themed, interactive read-aloud activities while prompting student reflection. Six essential meanings describe these teachers’ journeys through their professional development experiences. They helped children connect with aspects of their identity through play, connected with their own historical horizons while discussing personal histories through research pláticas, and worked collectively to build knowledge about game-based learning pedagogy and innovative technologies.

Authors

• Jason Rosenblum, University of Texas at Austin

• Frances Lopez, University of Texas at Austin