Fostering Critical Deliberation: Teacher Candidates' Experiences of Hybrid Spaces

• In Event: Developing Preservice Teachers' Knowledge of the Social, Political, and Cultural Realities of Educational Contexts

Abstract

The purpose of this paper is to investigate the impact of critical pedagogy designed to help our teacher candidates grapple with social, political, and cultural realities of teaching and to consider how critical pedagogy can contribute to teacher candidates’ experiences of hybrid spaces. This case study examines data from seven fourth-year teacher candidates gathered through discussion board postings, reflective journal entries, and year-end individual interviews. Our analysis shows that these participants co-created and applied new knowledge to their practice and engaged in interrogating theoretical ideals and their own experiences in practicum settings in significant ways. Our study demonstrates how hybrid spaces can help teacher candidates deepen their knowledge through experience of the social, political and cultural realities of educational contexts.

Authors

• Gladys Sterenberg, Mount Royal University

• Kevin O'Connor, Mount Royal University