Balancing Acts: negotiating presence and authority in shared reflection
In this self-study, a teacher educator and an experienced teacher analyze an unexpected shared opportunity to mentor pre-service elementary educators. Our partnership arose during a graduate course on literacy development for elementary students, serendipitously captured during an extended electronic conversation with the pre-service candidates. We uncovered an interplay between authenticity and authority that generated enhanced professional development for each of us and for the teacher candidates who were enrolled in the course. As well as reflections on our own practices, implications for teacher education development and pedagogy are noted.
Studying Teacher Education
Calderwood, Patricia E. and D'Amico, K., "Balancing Acts: negotiating presence and authority in shared reflection" (2008). GSEAP Faculty Publications. 11.
Calderwood, P. E. & D’Amico, K. (2008). Balancing Acts: negotiating presence and authority in shared reflection. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 4, (1), 47-59.