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ERIC Number: EJ920195
Record Type: Journal
Publication Date: 2011
Pages: 12
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-1742-5964
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Higher Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A