(Re)conceptualizing preservice teacher supervision through duoethnography: Reflecting,supporting, and collaborating with and for each other |
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| Affiliation: | 1. The Pennsylvania State University, 258 Chambers Building University Park, PA 16802, USA;2. The Pennsylvania State University, 178 Chambers Building University Park, PA 16802, USA;1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States;1. Department of Curriculum and Instruction, Language, Diversity and Literacy Studies, Texas Tech University, 3008 18th Street, Box 41071, Lubbock, TX 79409, United States;2. Professor and Director of Academic Programming and Delivery Division, Office of the Principal, University of the West Indies, Cave Hill Campus, Barbados;3. Department of Educational Theory and Practice, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222, United States;4. Department of Teaching and Learning, College of Education, 4202 E. Fowler Ave., Tampa, FL 33620, United States |
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| Abstract: | This paper reports on ways duoethnography encouraged reflection, support, and collaboration for two novice teacher educators. Through duoethnographic research, they juxtaposed their experiences in new roles supervising preservice teachers as lived curriculum, or “currere.” Although supervisors often work in isolation, their collaborative research allowed the opportunity to reflect, coach one another through challenging situations, and collaborate on tools and strategies to use with preservice teachers. By engaging in the process of duoethnography, these teacher educators found themselves jointly (re)conceptualizing the role of supervisors. The authors suggest that duoethnography can promote critical reflection and break down supervisor isolation. |
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| Keywords: | Supervision Preservice teacher education Duoethnography |
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