Tools and Settings
ContentAcknowledgements Introduction Castle Conference 14 Event Schedule Section I: How can we position, reposition, reframe, re-imagine, and integrate new learnings from the past, present, and future? Contemplating the Academy Using Memory-Work as Method “An Organic Vessel With Rippling Effect” Imaginary Critical Friends 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" 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 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 What Does It Mean to Be a Teacher-Educator? Vulnerability, Ontological, and Epistemological Assault 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" Looking Into the Rear-View Mirror While Moving Forward What Advice Would We Give Ourselves on the Threshold of a VUCA Environment?
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