What do you think you’re doing? An Examination of an evolving praxis of Teaching Teachers
DOI:
https://doi.org/10.56105/cjsae.v26i2%20SI.3023Keywords:
Adult Education, Social movement and workplace learning, PraxisAbstract
This paper examines some of the tensions, contradictions and opportunities that arise for new Graduate Teaching Assistants (GTAs) in the Teacher Education Program (TEP) of a large, research-intensive Canadian university. I am a long-time feminist activist with experience in informal and community education and political organizing, now gaining more experience as an instructor in a Teacher Education Program. This paper charts my analysis of various tensions between the university and the teacher education program, and between teacher candidate students and their instructor (me) who has not been in a K-12 classroom since my own high school days. As part of this examination, I offer an analysis of the training PhD candidates receive for teaching in the Teacher Education Program. My experiences and observations of these tensions contribute to a developing‘praxis’ as an educator and academic.
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