Affiliation:
1. University of Oklahoma, USA
Abstract
This chapter describes the journey of a duoethnographic and co/autobiographic, phenomenological study undertaken by two university colleagues. This research outlines engagement in a series of explicit conversations, centered on critical incident analysis, about the roles and experiences of mentoring-while-teaching between university teacher-researchers and graduate students. Research into mentoring in the field of English education focuses largely on beginning and early-career PK-12 teachers. However, this work focuses on the mentoring and teaching of graduate students engaged in English education studies. Connecting seminal research in the field, this project illuminates three findings that inform professional practice related to concepts of self-awareness, content and pedagogical-content knowledge, and the development of a shared commitment to collaboration within and across multiple roles in higher education.
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