Pre-service teacher education in times of Covid-19: A collaborative autobiographical narrative inquiry

• In Event: Lessons from COVID -19 in Lifelong Education

Proposal

In this collaborative narrative inquiry, we (an assistant professor in a teacher education program at a university in Ontario, Canada, and a teacher candidate in the same teacher education program) explore our individual lived experiences as first generation educators of African-descent in a predominantly white faculty of education during the Covid-19 pandemic. Wi the view that telling one’s own story is both a consciousness-raising and empowering act in and of itself (Oloo & Kiramba, 2019), The study is guided by two broad questions: (a) What was your experience as a beginning teacher candidate (or a teacher educator) when COVID-19 had been declared a pandemic in Ontario? and (b) How has your experience changed your view as an educator (or teacher candidate) regarding issues of pedagogy, curriculum, equity, and social justice? We each prepared written narratives of our experiences as guided by the research questions, and shared these with each other for a conversation in the teacher education context. Data analysis was guided by the narrative tradition in which interpretation occurs throughout the research process. As well, we drew on Cornish et al., (2013) approach to collaborative analysis of qualitative data. Findings included Author 1 highlighting opportunities and challenges afforded by the COVID-19 related virtual learning and practicum experience; as well as various forms of capital that she draws on as she navigates her path as a teacher candidate. Author 2 highlighted the impact of his childhood experience in Africa and as an international student at universities across Canada and underscores the roles of resilience and empathy in his relationship with his pre-service teacher education students.

Authors

• James Alan Oloo, University of Windsor

• Shayna Brissett-Foster