Shifting Identity: A First-Year Teacher-Educators’ Duoship

• In Event: AERA Roundtable Session Thursday 3:35 pm Four Seasons Ballroom 4
  In Roundtable Session: Teacher Education and Educators (Table 9)

Abstract

In this duoethnography, two first-year teacher educators embark on a year-long self-study of teacher education practice, documenting the transition from high school classroom educators to full-time teacher educators. Utilizing the personal interpretative framework (Vanassche & Kelchtermans, 2014), this study centers the personal and professional factors that impact identity development and how reflection and collaboration help to navigate contextual challenges and successes. Through an analysis of a shared journal, dialogue transcripts containing reflections and experiences, and artifacts from the first year of university-level teaching, this study aims to offer practical guidance and reflective considerations for other teacher educators and suggestions for how universities can best support early-career faculty.

Authors

• Lauren Funk, Boston University

• Erin Nerlino, Clark University