Accompanying Teachers: Possibilities for Inspirational Theory, Practice, and Research in Teacher Education

• In Event: AERA Roundtable Session Friday 1:45 pm - Gold 2
  In Roundtable Session: Fostering Care Through Self Study: Caring for Self; Caring for Others

Abstract

This collaborative self-study explores Accompaniment as a relational and ethical stance in teacher education (TE). Through layered data—including critical friendship dialogues, a storying focus group, and MAT program surveys—we examine how Accompaniment can reframe TE as a practice of sustained presence, co-inquiry, and care. Our findings affirm Accompaniment as a meaningful framework, an empowering practice, and an emergent methodology. We argue that impactful teaching and mentoring often hinge on moments of relational attunement. By modeling Accompaniment in both research and practice, we propose a forward-facing vision of TE rooted in justice, mutual accountability, and joy—aligning with broader calls for participatory and reparative educational research.

Authors

• Ginger Barnhart, University of North Carolina - Chapel Hill

• Margaret Ann Donnelly, University of North Carolina - Chapel Hill