Abstract
The purpose of this study was to create a third space between a teacher educator and an undergraduate student to explore teaching experiences while in high school within NFE programs in which we participated. We developed a series of five prompts that we responded to individually, meeting via Zoom to discuss our experiences and teacher learning. Our collaborative and iterative analysis revealed four categories related to our non-formal education teaching experiences: 1) how teacher learning was impacted by particular contexts in which it took place; 2) how our experiences revealed different and broader notions of teaching than we observed in our formal education experiences; 3) how certain contradictions shaped, and perhaps inhibited, our learning as teachers; and 4) what we learned from the teaching we did in NFE programs. Our findings depict how young people in recent years may accrue experiences teaching not accounted for in previous scholarship.
Recommended Citation
Davis, W., & Julian, A. (2023). Sharing Experiences to Cultivate “a More Open Mind about Teaching”: A Co/Autoethnography of Pre-Collegiate Teaching Experiences. Journal of Inquiry and Action in Education, 11 (2). Retrieved from https://digitalcommons.buffalostate.edu/jiae/vol11/iss2/1
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