Balancing Acts: negotiating presence and authority in shared reflection

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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.


The definitive form has been published in the Studying Teacher Education © 2008 [copyright Taylor & Francis]; Studying Teacher Education is available online at:

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Studying Teacher Education

Published Citation

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.



Peer Reviewed