Defining Foundational Knowledge in Teacher Education: A Collaborative Narrative Inquiry

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Collaborative Narrative Research (Table 3)

Abstract

Our research explores foundational knowledge in undergraduate pre-service teacher education. To do this, a group of eight educators engaged in long-term research conducted in regularly-scheduled meetings to discuss teaching ideas and challenges over the period of 3.5 years, to act as teaching support for one another, as well as to learn from one another. In this paper, we examine the development and influence of teacher knowledge among a group of teacher educators who come to their teaching of undergraduate foundations courses with varied backgrounds of teaching and personal experiences, and shared their insights in the context of regularly-occurring meetings focused on discussing their teaching. Through these ongoing discussions, we deliberate the notion of “foundational” while maintaining our autonomy as educators.

Authors

• Zachary Schafer, University of Nebraska - Lincoln

• Zohreh Tamimdari, University of Nebraska - Lincoln

• Daniel Buhrman, University of Nebraska - Lincoln

• Elaine Chan, University of Nebraska - Lincoln

• Ndrao Faye, University of Nebraska - Lincoln

• Kristen Ellis Friesen, University of Nebraska - Lincoln

• Inoussa Malgoubri, University of Nebraska - Lincoln

• Hadi Pir, Yazda