Section I: How can we position, reposition, reframe, re-imagine, integrate new learnings from the past, present, and future?

Imaginary Critical Friends

Contemplating the Academy Using Memory-Work as Method

Me Versus We

Responding to Pandemic-Centered Nihilism With Democratic Renewal and Restoration in Teacher Education

Testimonio Pedagogy on the Borderlands in Teacher Education

Reading the Room

"Buoys in the Sea"

“An Organic Vessel With Rippling Effect”

Exploring Our Knowledge of Narrative S-STEP Methodology Through Collaboration

Beyond Critical Reflection

Revisiting Collaborative Editorial Initiatives to Learn More About Our Academic Motivations

Critical Friend Intimacy and Individual Transformations

Employing Affect as Data and Method

Constructing Spaces for Professional Development in an Action Research Course

Me, Myself, and I

From Tourist Teachers to Place Rooted Educators

Who Is the ‘I’ in All of This?

Making the Familiar Strange Again

Pausing to Breathe, but Is It Possible to Pause Whiteness in Teaching and Teacher Education?

Questions of Feminist Power

New Understandings of Liminality

Transforming School Structures Through Pedagogies of Love

What Does It Mean to Be a Teacher-Educator?

Section II: What inspires you to pause, deliberate, consider, or take a mindful stance to determine new or enduring practices?

A Course That Explores Indigenous Perspectives of Assessment

A Self-Study of Whiteness and Teaching About Teaching Race in a Social Studies Methods Course

Building the Boat, Growing the Tree

Articulating a Pedagogy of Discussion

Navigating the Thresholds and Crossing Boundaries Into Academic Leadership

Interrogating Grading Practices in Mathematics Methods

Trials and Tribulations of Transitioning Into Leadership

Voices in Debriefing Mathematics Methods Teaching

Learning How to Be a Better Teacher Educator Online

Parallel Performance

Teaching As Orchestration

Uncovering Care in My Pedagogy and Collaborative Self-Study

“It is a bit like cooperating as teachers”

Reflecting on Supervision During Emergency Remote Teaching

Building and Modeling Warm Demander Teaching Identities

Perspectives on Trauma-Informed Practice During Pandemic Zoom Teaching

Navigating Leadership With an Eye Toward Equity

Listening Pedagogies

Discovering the Value of Ticket Out of Class as Critical Reflection and Formative Assessment

In Pursuit of Quality Teaching and Learning

Pedagogy in Progress

Threshold Inertia

Pedagogical Care

Implementing Standards-Based Grading in the University Classroom

Ungrading as Turning Point in “Forever on the Way” to Becoming Critical Educators

Section III: What opportunities are you considering, contemplating, exploring, or embracing to contribute to different communities and audiences?

“Listen before you push”

Rural Experience and Its Impact on the Identities and Practice(s) of Teachers/Teacher Educators

Ungrading

Something Happened

Enacting a Relational Approach As an Editor

Missed Connections

Collaboratively Cultivating Critical Racial Literacy Practices for Teacher Education

Examining the Value of Integrated Arts in Teacher Education From a Collaborative Cross-Border Cross-Institutional S-STEP Perspective

Liberating Our Anti-Racist Selves

Looking Back to Move Forward

“We are going to need a bigger bottle”

Dancing With Others

Three Thresholds in a Single Crossing

Taking Stock

Developing a Sense of Belonging in Spaces for Community Curricular Collaboration

Living Up to Expectations

Learning About Self Through a Multi-Institution Inquiry Into New Teacher Preparedness Post-COVID

Experience As a Clinical Faculty Associate Shifting Teacher and Teacher Educator Identity

Exploring the Role of Mentorship, Resistance, and Affirmation

Enacting Theory-Practice Pedagogies

"It helps us remember our why"

Microaggressions in K-12 Public Education

Looking Into the Rear-View Mirror While Moving Forward

What Advice Would We Give Ourselves on the Threshold of a VUCA Environment?

Publication Information
Series	Self-Study in Teacher Education
License	CC BY-NC-ND International 4.0

Teacher Education Self-Study Education Research

Pausing at the Threshold

Opportunity Through, With, and For Self-Study of Teacher Education Practices

Abby Cameron-Standerford, Bethney Bergh, & Christi U. Edge

Begin Reading

Abby Cameron-Standerford

Northern Michigan University

Abby Cameron-Standerford is an Associate Professor and serves as the Director of the Graduate Learning Disabilities Program at Northern Michigan University.

Bethney Bergh

Northern Michigan University

Bethney Bergh is an Associate Professor at Northern Michigan University and serves as the Director of the Graduate Educational Leadership Programs.

Christi U. Edge

Northern Michigan University

Christi Edge is a Professor of Education and serves as the Director of Graduate Reading Programs and the Extended Learning and Community Engagement Scholar at Northern Michigan University. She teaches undergraduate literacy methods courses and graduate courses in the reading program. Her research addresses teachers' and teacher educators' meaning-making in face-to-face and online settings.

This content is provided to you freely by Equity Press.

Access it online or download it at https://equitypress.org/pausing_at_the_thres.

Pausing at the Threshold

Table of Contents