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Mentoring in Transformative Hybrid Spaces: Preservice Teacher Preparation and Literacy Learning in Moçambique
Author(s) -
Sailors Misty,
Hoffman James V.
Publication year - 2019
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.972
Subject(s) - transformative learning , pedagogy , literacy , context (archaeology) , teacher education , space (punctuation) , work (physics) , sociology , teacher preparation , mathematics education , psychology , geography , mechanical engineering , linguistics , philosophy , archaeology , engineering
The work of the authors as teacher educators spans contexts (in the United States and Southern Africa) that share both similarities and differences. In both contexts, the authors, as a team of teacher educators, seek out ways to improve the experiences that they offer beginning teachers in programs. In this commentary, the authors review the importance of field experiences for preservice teachers, especially experiences that operate in hybrid spaces. The authors provide an overview of what one such hybrid space looks like in the context of the Chitima Institutos de Formação de Professores (teacher training institute), located in a rural village in Mozambique. It is through their shared work that the authors hope to disrupt traditional notions of teacher education and literacy learning and teaching for the beginning teachers at the institute, as well as programs in other contexts.