Document Type

Book Chapter

Publication Date

2020

Publication Title

Textiles and Tapestries

Pages

1-11 pp.

Abstract

We met at CASTLE 2018, two trained mathematics teacher educators (MTEs), interested in mathematics, and teaching elementary mathematics methods to preservice teachers (PTs). Melva’s self-study research, focused on improving her online methods course, was approaching its second year and her second critical friend had lost interest in continuing. Melva invited Signe to be her critical friend (Schuck & Russell, 2005) and Signe agreed. Explicit expectations of our critical friendship included weekly meetings. Our critical friendship seemed to follow an expected trajectory for, “supporting/coaching the transformation of another’s teaching” (Stolle, et al., 2019, p. 20). However, there were implicit ways our critical friendship evolved, drawing from connected, entangled threads of our individual expectations and our MTE identities.

Comments

This work is released under a CC BY-NC-ND International 4.0 license, which means that you are free to do with it as you please as long as you (1) properly attribute it, (2) do not use it for commercial gain, and (3) do not create derivative works.

ORCID

0000-0001-5396-0732 (Grant)

Original Publication Citation

Kastberg, S. E. & Grant, M. (2020). Characteristics of critical friendship that transform professional identity. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries (pp.1-11). EdTech Books. https://edtechbooks.org/textiles_tapestries_self_study/chapter_17 CC

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