Teacher education plays an important role in preparing teachers for active participation in knowledge generation for their profession. In developing quality education within teacher education, we draw on art-based methods to create humanizing and dialogic spaces that encourage students to pursue their own lines of inquiry in our course on action research.

We are a team of four teacher educators at the University of Iceland infusing art-based methods in an action research course to enrich the learning experience of students, emphasizing empowerment and creativity to reveal dynamic patterns, and encourage the co-construction of students’ living educational theories.

The purpose of the study is how we as educators empower students to theorize their practice. The aim of the study is to explore how art-based methods in different modules of our course encourage students to co-construct their living educational theories.

Data were collected through spring semester 2023 (from January through May) and includes students’ art-based artifacts, research report and self-reflection on their research process, ticket out of the classroom, our research journals and recordings of preparation and analytical meetings.

The findings indicate that applying art-based methods disrupts students' presumptions about research. It increases students’ awareness of their potential as researchers and facilitates new and often deeper and unexpected perspectives on the value of researching own practice. We argue, that using self-study to explore living moments within our practice we identify how art-based methods allow students to develop the professional courage to articulate and reposition themselves towards knowledge generation.

This research project is relevant to the conference theme and specific strand - characteristics of quality teaching. It informs how using art-based methods as a pedagogy creates a structure for providing students with opportunities for developing their living educational theories. Thus, adds a piece in the puzzle of what qualifies as quality teaching.

The Centers for Afro-Brazilian and Indigenous Studies have proven to be central in federal education institutes. They hold the responsibility of systematizing knowledge that contributes to the promotion of racial equity and education for ethnic-racial relations, with the perspective of overcoming racism, consolidating citizenship. The objective of this work was to share educational experiences, highlighting the context of coordinating the center at IFCE. Methodologically, we based our approach on two fields of biographical research: the (auto)biographical narrative, which allows the subject, through multiple languages, to establish meaning with their own existence; and “escrevivência” (writing life) in which each trajectory carries the community and ancestral history (Evaristo, 2008). An educational experience of a black teacher-researcher who coordinated the center from 2019 to 2021 was narrated. Regarding the theoretical framework, in his experiences, the teacher explains the view on how whiteness produces epistemicide (Carneiro, 2005) through daily demeaning discourses about the knowledge originating from black populations. The teacher narrates the silencing posture of non-black teachers against other black colleagues, aligning with hooks (2017) in highlighting the complicity among oppressors, reinforcing the narcissistic pact of whiteness (Bento, 2002). In the presentation and discussion of the results, we align with Ferreira and Coelho (2019) on the strengthening of affirmative action policies to increase the number of research projects focused on the theme. Through these projects, it becomes possible to disseminate experiences while contributing to the production of scientific knowledge. However, even after the teacher cited one of the reports developed by the IFCE extension pro-rectory, which points out the need for more than one pro-rectory to collaborate for the work to be truly significant, silence remains the policy that prevails among those who hold key positions in the institution. As final considerations, the teacher’s narrative dialogues with Carneiro (2023) about the device of raciality.

Self-study, particularly through collaborative practitioner inquiry, offers teacher educators a meaningful form of professional learning by allowing them to investigate their practices while engaging with educational praxis—an intentional, morally guided enactment of theory (Kemmis & Smith, 2008). Given limited opportunities for formal learning opportunities for teacher educators, self-study of teacher education practices (S-STEP) provides a pathway for continuous development and critical reflection.

Research aim: To examine an ongoing collaborative practitioner inquiry - focusing on the democratisation of physical education teacher education (PETE) - involving four teacher educators who currently work in Canada and Australia.

Theoretical framework: Educational praxis (Kemmis & Smith, 2008) provides a foundation for examining how we, teacher educators, can bridge theory and practice to promote democratisation within our teaching contexts.

Methods: Over two years, we engaged in a collaborative practitioner inquiry to examine our experiences. Data included individual reflections on relevant topics (e.g. our positionalities, our personal definitions of democratic education), and group meetings. Analysis was primarily inductive, whereby codes and themes were identified within the data.

Findings: Collaborative and dialogic processes provided an enriching space for sense-making of concepts and actions associated with democratising PETE. Although we did not arrive at a point where we felt we had found ‘the’ answers to our problems of practice, we felt we engaged in a sustainable form of professional learning that addressed challenges we were facing in our respective practices. Our process and focus on democratising PETE helped us to better enable educational praxis and navigate ways to address broader societal issues in our classes.

This research offers insight into the value of collaborative practitioner inquiry for the professional learning of teacher educators, while also offering suggestions for ways that teacher educators can work toward understanding and enacting democratisation in their classes.

Doctoral studies play a major role in preparing for academic work, and in the process certain factors can be crucial for the study to be successful, such as participation in a learning community. The purpose of this study was to respond to challenges and loneliness of PhD students and investigate how a professional learning community (PLC) can counteract scaffolding in their learning. The aim was to map aspects of a PLC of PhD students. The research question was: What characterizes the process of creating a collaborative supervision community for a group of PhD students?

Doctoral students face various challenges in their studies and have reported that their experience is not good if structure or professionalism in supervision is weak. A learning community approach affords interactions of different knowledge and skills, collaboration and influence the development of academic identities.

We two PhD supervisors in education, applied the methodology of self-study of educational practices. Data collection included recordings from PLC meetings, TOCs (Tickets Out of Class) and our critical reflection. Data analysis was ongoing as we responded to our interpretation planning for each meeting.
Responding to the lack of structure of doctoral supervision we organized a learning community in 2021. The PLC meetings occurred once a month on-line. The process in developing the PLC has been an adaptable and creative journey, as we have adjusted and responded to what participants share in TOCS. Benefits of working in the PhD learning community have emerged, with doctoral students of different nationalities and cultures, focusing on different topics, applying versatile research approaches adding complexity and depth to the understandings of issues in education.

The study presents potential ways of increasing quality in doctoral supervision and how collaboration of supervisors and doctoral students can help to create a constructive framework of trust and support.

Research Aim

Trauma-informed teaching is an essential component of preparing preservice teachers’ education. Trauma-informed teaching requires teacher-educator vulnerability. This study sought to investigate the following question: How can a teacher educator work to create a safe space for students to unpack trauma?

Theoretical Framework

A trauma-informed curriculum supports preservice teachers’ educational development (Perfect et al.,2016). Teacher educators need to work to create spaces where preservice teachers are supported and facilitated.

Methods

This self-study was conducted in a Guiding the Young Child’s Behavior class with four undergraduate preservice teachers and myself, a teacher educator. I role-modeled and supported students in class as they unpacked emotional memories and centered guidance strategies. Data included the teacher educator’s field notes and journal, as well as correspondence with a critical friend. Data was coded using the constant comparative method of analysis (Merriam, 2009).

Findings

This study found that the process of supporting preservice teachers as they unpacked childhood trauma was filled with barriers. I found that I struggled with role-modeling trauma and balancing my identities. In my journal, I wrote, “It is hard to share the painful memories of my childhood. It brings back painful feelings I am not ready for” (Journal, Fall 2023).

I processed my feelings by receiving support from a critical friend. She wrote, “You only need to share enough to get them started. You can then focus on listening and asking questions. You cannot center yourself or your identities. (Correspondence, fall 2023).” As we continued through the semester, sharing to open up the conversation and listening created a space for students to begin unpacking their trauma.

Relevance to the Conference

The study is relevant because it documents my struggles and barriers as I worked to create a space for trauma-informed teaching and productive strategies for quality teaching.