Wobbling Toward Meaning: A Narrative Inquiry into My Journey as an Early Childhood Teacher Educator Navigating Computing Integration

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: From Policy to Practice: Equity, Mentorship, and Transformative Learning in Preservice Teacher Education

Abstract

This narrative inquiry explores my experience as an early childhood teacher educator encountering computing integration for the first time. During two semesters of teaching within a state-level initiative, I experienced pedagogical wobbling, uncertainty, and a reexamination of my educational values. Through reflective journals, course artifacts, and dialogues with preservice teachers, I repositioned myself as a co-learner, reimagining computing as a relational and culturally responsive practice. This process led me to revisit essential questions: “What kind of teachers do I hope my students will become?” and “What competencies do we need for our future society?” I offer this story as a reflective lens for teacher educators navigating computing integration while honoring humanistic and play-based approaches.

Author

• Myung-jin Kim, University of Nebraska - Kearney