Tensions of Reimagining Our Roles as Teacher Educators in a Third Space: Revisiting a Co/Autoethnography Through a Faculty Lens
Document Type
Article
Publication Date
1-1-2014
Abstract
This co/autoethnography uses our lens as university faculty to examine how engaging in a year-long self-study with mentors nurtured a complicated third space where we could together begin to reimagine our roles as teacher educators. Two secondary faculty members and a doctoral assistant used co/autoethnography to revisit a collaborative self-study with mentors to better identify both the individual and programmatic complexities that arise when a third space is opened and we are invited to reinvent our perspectives and responsibilities as co-teacher educators. We ask two questions: What happens when faculty facilitate a third-space teacher education program with mentor teachers? How does this third space influence the teacher education practices in an urban teacher residency program? We present a series of tensions about our work together as teacher educators in the third space. They include professional into authentic relationships, authority into collaboration, collaborative agency into individual agency, and apprenticing to master teacher into apprenticing within a collective. Following findings about each tension, we discuss how we as faculty navigated each tension. Finally, we consider the implications of our work for all field-based teacher education programs.
DOI
10.1080/17425964.2013.866549
MSU Digital Commons Citation
Taylor, Monica; Klein, Emily J; and Abrams, Linda, "Tensions of Reimagining Our Roles as Teacher Educators in a Third Space: Revisiting a Co/Autoethnography Through a Faculty Lens" (2014). Department of Teaching and Learning Scholarship and Creative Works. 131.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/131