Collaborative Reflection in Teacher Education: A Duoethnographic Approach to Enriching Educators’ Experiences

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Teachers’ Lives, Identities, and Journeys - Division K Section 3

Abstract

This qualitative study employs duoethnography to examine how coursework designed using Experiential Learning Theory and Culturally Sustaining Pedagogy impact pre-service teachers’ learning and how ongoing dialogues between an instructor and a student foster a collaborative, research-oriented culture in mathematics education. The study highlights how duoethnography empowers both instructors and novice in-service teachers by deepening their professional insights regarding teaching as a way to empower students and educators. Additionally, this study suggests that incorporating duoethnography into action research courses could provide pre-service teachers with valuable hands-on teaching and reflective experiences. Partnering with clinical coaches, mentor teachers, peers, or instructors for duoethnographic work can revitalize teacher preparation programs by complementing traditional autoethnographic approaches.

Author

• Seoyeon Lee, University at Buffalo - SUNY