Abstract
In this chapter we discuss how we have incorporated duoethnographies in our teaching to assist our students in an examination of their teaching beliefs and practices. We explore both the teaching of education courses and duoethnography as a methodology as we simultaneously introduce both, adapting lessons to the various types of student who we have encountered. Reflexivity, openness to uncertainty, vulnerability, diversity, placeholders, points of view, and assessment criteria are some of the emergent themes.
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Norris, J., Sawyer, R.D., Wiebe, S. (2017). Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory Courses. In: Norris, J., Sawyer, R. (eds) Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-51745-6_2
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DOI: https://doi.org/10.1057/978-1-137-51745-6_2
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