Duoethnography as a pedagogical tool that encourages deep reflection

Abstract

This chapter explores our use of duoethnography as a pedagogical tool in preservice teacher education classes. It encourages teacher candidates to deeply reflect on any underlying prejudices they may hold that could impact their teaching and learning practice. To unearth their biases and assumptions, Hilary focused on the concept of diversity in a foundational methods course while Joe focused on mental health in a Health and Physical Education (HPE) course. Both authors share nodal moments from their teaching contexts and the challenges they faced. Our analysis suggests that guiding teacher candidates toward higher-order levels of reflection such as critical and self-reflection creates a disequilibrium for both the teacher candidate and the instructor.