Document Type

Conference Proceeding


Education | Teacher Education and Professional Development


This paper reports the results of a study conducted by four teacher educators who represent four disciplines in education. The purpose was to understand how pre-service teacher reflections influenced teacher educator reflections within a course. Data collection methods included narrative and document review. Data analysis methods included multiple readings and discussions of individual portraits in search of answers to research questions. Findings include a parallel reflection model that illustrates a dynamic process that occurs within the dialogic space as student and professor thoughts and discourse are interwoven to make theory to practice connections, co-construct new knowledge and begin challenging existing beliefs and dispositions through their reflections.