Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators’ hybrid identity development.
In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings.
Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators’ critical reflections on their own practice and identity development.
Data collection spanned teacher educators’ experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings.
Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform.
Implications of teacher educators’ sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed.