ERIC Number: EJ920195
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 21
Toward Transparency: Competing Discourses of Teacher Educators and Teachers
Erickson, Lynnette B.; Young, Janet R.
Studying Teacher Education, v7 n1 p93-104 2011
This self-study emerged within the context of a school-based professional development project that established collaboration between two teacher educators and a group of elementary public school teachers. We launched the Book in a Bag project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. Within the two contexts of university and public schools, certain knowledge and practices were privileged, largely as a result of the distinct stewardships each assumes. When tensions arose in the course of the project, we employed self-study methodology. We identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations. Self-study served to deepen our understanding of our own practices and ourselves as teacher educators with an eye to future relationships with teachers.
Descriptors: Curriculum Development, Public School Teachers, Educational Change, Faculty Development, Teacher Educators, Teacher Collaboration, Elementary School Teachers, College School Cooperation, Self Evaluation (Individuals), Partnerships in Education, Social Studies, Reading Instruction, Academic Achievement, Educational Improvement, Mathematics Instruction, Integrated Curriculum, Cooperative Planning
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Higher Education; Kindergarten
Authoring Institution: N/A