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.
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
Repository Citation
Kastberg, Signe E. and Grant, Melva R., "Characteristics of Critical Friendship that Transform Professional Identity" (2020). Teaching & Learning Faculty Publications. 155.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/155
Included in
Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
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.