Tensions of Reimagining Our Roles as Teacher Educators in a Third Space: Revisiting a Co/autoethnography Through a Faculty Lens

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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.

Original languageEnglish
Pages (from-to)3-19
Number of pages17
JournalStudying Teacher Education
Volume10
Issue number1
DOIs
StatePublished - 1 Jan 2014

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educator
teacher
self-study
education
assistant
responsibility
university

Keywords

  • mentoring
  • theory-practice divide
  • third space
  • urban teachers

Cite this

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