Abstract
This chapter explores our use of duoethnography as a pedagogical tool in preservice teacher education classes. It encourages teacher candidates to deeply reflect on any underlying prejudices they may hold that could impact their teaching and learning practice. To unearth their biases and assumptions, Hilary focused on the concept of diversity in a foundational methods course while Joe focused on mental health in a Health and Physical Education (HPE) course. Both authors share nodal moments from their teaching contexts and the challenges they faced. Our analysis suggests that guiding teacher candidates toward higher-order levels of reflection such as critical and self-reflection creates a disequilibrium for both the teacher candidate and the instructor.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bhabha, H. K. (1994). The location of culture. New York: Routledge.
Breault, R. (2012). Duoethnography with entering preservice teachers. Paper presented at the International Congress of Qualitative Inquiry, University of Illinois at Urbana-Champaign.
Brown, H. (2012). In order to be you have to be: Modeling a constructivist approach for teacher candidates. Brock Education, 21(2), 36–52.
Bullock, S. M., & Christou, T. (2009). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education, 5(1), 75–88.
Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
Chilisa, B. (2012). Indigenous research methodologies. Los Angeles, CA: Sage.
Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco, CA: Jossey-Bass.
Dewey, J. (1910/1933). How we think: A restatement of the relation of reflective thinking to the educative process. Lexington, MA: Heath.
Dewey, J. (1944). Democracy and education. New York: Free Press.
Gowers, S., Thomas, S., & Deeley, S. (2004). Can primary schools contribute effectively to tier I child mental health services? Clinical Child Psychology and Psychiatry, 9(3), 419–425.
Grandin, T. (2011). The way I see it: A personal look at autism & asperger’s. Arlington, TX: Future Horizons.
Kitchen, J. (2005). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 194–207.
Larrivee, B. (2009). Authentic classroom management: Creating a learning community and building reflective practice. Upper Saddle River, NJ: Pearson.
Larrivee, B., & Cooper, J. M. (2006). An educator’s guide to teacher reflection. Boston, MA: Cengage Learning.
Lyons, N. (1998). Reflection in teaching: Can it be developmental. Teacher Education Quarterly, 25, 115–127.
Marcel, A. J. (2003). The sense of agency: Awareness and ownership of action. In J. Roessler & N. Eilan (Eds.), Agency and self-awareness (pp. 48–93). Oxford: Oxford University Press.
Matanin, M., & Collier, C. (2003). Longitudinal analysis of preservice teachers’ beliefs about teaching physical education. Journal of Teaching in Physical Education, 22, 153–168.
Mental Health Commission of Canada. (2012). Changing directions, changing lives: The mental health strategy for Canada. Calgary, AB: Author.
Miller, J. P. (2007). The holistic curriculum (2nd ed.). Toronto, ON: University of Toronto Press.
Morgan, P. (2008). Teacher perceptions of physical education in the primary school: Attitudes, values and curriculum preferences. Physical Educator, 65, 46–56.
Noddings, N. (2012). Philosophy of education (3rd ed.). Philadelphia, PA: Westview Press.
Norris, J., & Sawyer, R. D. (2012). Toward a dialogic methodology. In J. Norris, D. S. Sawyer, & D. Lund (Eds.), Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press.
Pedro, J. (2006). Taking reflection into the real world of teaching. Kappa Delta Pi Record, 42(3), 129–132.
Pinar, W. F. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum Associates.
Placek, J. H., Dodds, P., Doolittle, S. A., Portman, P. A., Ratliffe, T. A., & Pinkham, K. M. (1995). Teaching recruits’ physical education backgrounds and beliefs about purposes for their subject matter. Journal of Teaching in Physical Education, 14, 246–261.
Russell, T. (2012). Science teacher education, self-study of teacher education practices, and the reflective turn. In S. M. Bullock & T. Russell (Eds.), Self-study, science teaching, and science teacher education. Dordrecht, The Netherlands: Springer.
Ritter, J. K. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3(1), 5–22.
Sawyer, R., & Norris, J. (2013). Understanding qualitative research: Duoethnography. New York: Oxford University Press.
Strauss, C., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
Waddell, C., & Shepherd, C. (2002). Prevalence of mental disorders in children and youth. Research update prepared for the British Columbia Ministry of Children and Family Development, University of British Columbia, Vancouver, BC.
Walter, H. J., Gouze, K., & Lim, K. G. (2006). Teachers’ beliefs about mental health needs in inner city elementary schools. Journal of the American Academy of Child & Adolescent Psychiatry, 45(1), 61–68.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Brown, H., Barrett, J. (2017). Duoethnography as a Pedagogical Tool that Encourages Deep Reflection. In: Norris, J., Sawyer, R. (eds) Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51745-6_5
Download citation
DOI: https://doi.org/10.1057/978-1-137-51745-6_5
Published:
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-137-51744-9
Online ISBN: 978-1-137-51745-6
eBook Packages: EducationEducation (R0)