Junior Faculty Telling Stories: Using Storytelling as a Tool for Co-Teaching across Research and Epistemological Difference

Autor/inn/en	Gyimah-Concepcion, Mellissa; Capello, Sarah
Titel	Junior Faculty Telling Stories: Using Storytelling as a Tool for Co-Teaching across Research and Epistemological Difference
Quelle	In: College Teaching, 70 (2022) 1, S.124-131 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-7555
DOI	10.1080/87567555.2021.1893262
Schlagwörter	College Faculty; Story Telling; Team Teaching; Beginning Teachers; Doctoral Programs; Differences; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; Teamteaching; Junior teacher; Junglehrer; Doktorandenprogramm; Unterscheiden; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper explores how two assistant professors who come from diverse paradigmatic, theoretical, and methodological perspectives collaborated for impact to co-teach in a literacy doctoral program. Initially, we grappled with naming and negotiating our differences individually and professionally across race, culture, theory, and methodology. Storytelling and positioning theory afforded us opportunities to humanize one another and bridge differences by sharing our stories and critically examining ourselves and our training in relation to literacy research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01