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As beginning teacher educators we aimed to examine our pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. We employed self-study research methodologies to explore our literacy practices and developing pedagogies of teacher education, the similarities and differences in our approaches and practices, and the utility of collaborating in two different subject areas. Data were collected and analyzed over one academic year using a collaborative blog and bi-weekly meetings. The self-study helped us understand several conceptual similarities between the concepts of physical literacy and scientific literacy. By discussing our thoughts about teaching and learning, we began to craft a shared vision for our pedagogies of teacher education with literacy as the central piece of that vision. The collaborative nature of this self-study provided both support and encouragement from a trusted colleague and a safe space to explore and reframe problematic aspects of practice.
Fletcher et al. (Wed,) studied this question.