STEFANI BOUTELIER | Aquinas College (original) (raw)
Papers by STEFANI BOUTELIER
Language Arts Journal of Michigan, Nov 1, 2019
In this essay, three teacher educators explore their individual pandemic-imposed online “zippered... more In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
Writing & Pedagogy, Jul 12, 2023
In this reflective article, we draw upon Richardson’s (2002) advice for configuring words to view... more In this reflective article, we draw upon Richardson’s (2002) advice for configuring words to view the world through poetry, through an analysis of our own social and digital selves into and through the early days of COVID-19. Verselove is a month-long digital poetry challenge, a space to welcome teacher-writers from around the world to create, learn, and share. Through the common passion for poetry, Verselove is a space of new creative professional growth and inquiry through a poetic lens. Since we did not come to Verselove as a research project or with this framework in place, we share what Verselove is and then offer our theorizing about how we are coming to understand this poetic professional development project
Journal of culture and values in education, May 6, 2019
This theoretically based paper analyzes the proliferation of domestication in our education syste... more This theoretically based paper analyzes the proliferation of domestication in our education systems inside and outside of the classroom. Looking at past and current trends, questions are posed and suggestions are made to break these cycles. Don Miguel Ruiz's definition of domestication of children frames this paper and engages the reader to question their current practices and expectations of children and/or students.
IGI Global eBooks, May 27, 2022
Serving as the centerpiece of teacher preparation, professional dispositions require modeling, su... more Serving as the centerpiece of teacher preparation, professional dispositions require modeling, support, and integration across a program. This chapter outlines how one pilot was designed to promote the dispositional development of graduate teacher candidates seeking initial teacher certification. Applying immediacy and adult learning theory as a foundation, the authors break down how these concepts are integrated throughout the program, highlighting the many facets responsiveness plays in allowing learners the opportunity to enhance dispositional development in addition to program improvement. Included in this discussion are the roles of teacher educators as learner and mentor while supporting vulnerability in teacher candidates. Voices of participants in the cohorts are included along with program design, structure, and changes incurred over the first three years. The chapter concludes with suggestions for further research regarding this pivotal time period in teacher preparation.
Journal of educational research and practice, Sep 16, 2021
Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogic... more Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a thematic network analysis. Emerging from this analysis and through an andragogical lens, cohort members exhibited key traits associated with adult learners, including application of skills, flexibility, identification of growth, and relationship building. Our research concluded with implications for EPPs and suggestions for further research for programs at the intersections of andragogy and initial teacher certification.
Showing Theory Press eBooks, Feb 28, 2022
English Education
In this essay, three teacher educators explore their individual pandemic-imposed online “zippered... more In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
Dispositional Development and Assessment in Teacher Preparation Programs
Serving as the centerpiece of teacher preparation, professional dispositions require modeling, su... more Serving as the centerpiece of teacher preparation, professional dispositions require modeling, support, and integration across a program. This chapter outlines how one pilot was designed to promote the dispositional development of graduate teacher candidates seeking initial teacher certification. Applying immediacy and adult learning theory as a foundation, the authors break down how these concepts are integrated throughout the program, highlighting the many facets responsiveness plays in allowing learners the opportunity to enhance dispositional development in addition to program improvement. Included in this discussion are the roles of teacher educators as learner and mentor while supporting vulnerability in teacher candidates. Voices of participants in the cohorts are included along with program design, structure, and changes incurred over the first three years. The chapter concludes with suggestions for further research regarding this pivotal time period in teacher preparation.
American Journal of Qualitative Research
This co-constructed autoethnographic reflection presents the experiences of our feminist-informed... more This co-constructed autoethnographic reflection presents the experiences of our feminist-informed research team, COVID GAP (Gendered Academic Productivity), a group of sixteen women who collaborated to investigate reports of reduced academic contributions from women-identified scholars during the pandemic. As insider researchers, we joined together in a virtual space with the shared goal to better understand women academics' lived experiences of the impact of the pandemic specifically as related to their academic productivity. Throughout our work together as a research team, we have reflected on how the pandemic has impacted each of us as academic women and how participation in the COVID GAP research group provided us with the opportunity to engage in interdisciplinary scholarship and collaboration. We shared our process of co-creating our research team, our intersectionality as academics, and our gendered experiences of how scholarly productivity serves as currency throughout academia. Utilizing quotes from all members, we unified our voices in feminist accord concluding with recommendations for fellow academic women.
Journal of Autoethnography
International Journal of Qualitative Methods, 2022
Bringing our collective experiences of past collaborations through a virtual connection, we creat... more Bringing our collective experiences of past collaborations through a virtual connection, we created an international research team of 16 multidiscipline, multicultural, and multilingual academic women called “COVID GAP” (Gendered Academic Productivity) to explore the ongoing challenges and effects of COVID-19. Identifying as insider researchers, we engaged in a two-phase, primarily qualitative research project to better understand the lived experiences of academics during the pandemic. Our past individual experiences with cooperative research informed our roles and responsibilities and how we organized and communicated. This article is a reflection of how COVID GAP has refined our collaborative process in response to an evolving comprehension of our own lessons learned including understanding the nature of cooperative research and that it takes time and effort. From our experience, we provide specific recommendations for group collaborations emphasizing the need to identify a team c...
The discourse on research productivity during the early months of COVID-19 has been dominated by ... more The discourse on research productivity during the early months of COVID-19 has been dominated by bibliometric and quantitative studies highlighting the fewer publications from women scholars compared to men, but few considered the reasons behind this phenomenon. This paper offers new empirical insights into the experiences and perceptions of women scholars during the early stages of the pandemic using the feminist standpoint theory approach to understand why they have been seemingly less productive. Our findings, based on 101 qualitative survey responses, illustrate the centrality of support with respect to childcare, professional-emotional support from peers and mentors that were lost. Restricted access to institutional facilities, resources, loss of structure, additional time required to prepare for online teaching, and increased service load have negatively impacted research productivity. These factors are compounded by poor mental health with high cognitive and emotional tolls, ...
Showing Theory to Know Theory: Understanding social science concepts through illustrative vignettes, 2022
Journal of Educational Research and Practice
Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogic... more Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a themat...
Journal of Culture and Values in Education
This theoretically based paper analyzes the proliferation of domestication in our education syste... more This theoretically based paper analyzes the proliferation of domestication in our education systems inside and outside of the classroom. Looking at past and current trends, questions are posed and suggestions are made to break these cycles. Don Miguel Ruiz’s definition of domestication of children frames this paper and engages the reader to question their current practices and expectations of children and/or students.
Language Arts Journal of Michigan
Language Arts Journal of Michigan, Nov 1, 2019
In this essay, three teacher educators explore their individual pandemic-imposed online “zippered... more In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
Writing & Pedagogy, Jul 12, 2023
In this reflective article, we draw upon Richardson’s (2002) advice for configuring words to view... more In this reflective article, we draw upon Richardson’s (2002) advice for configuring words to view the world through poetry, through an analysis of our own social and digital selves into and through the early days of COVID-19. Verselove is a month-long digital poetry challenge, a space to welcome teacher-writers from around the world to create, learn, and share. Through the common passion for poetry, Verselove is a space of new creative professional growth and inquiry through a poetic lens. Since we did not come to Verselove as a research project or with this framework in place, we share what Verselove is and then offer our theorizing about how we are coming to understand this poetic professional development project
Journal of culture and values in education, May 6, 2019
This theoretically based paper analyzes the proliferation of domestication in our education syste... more This theoretically based paper analyzes the proliferation of domestication in our education systems inside and outside of the classroom. Looking at past and current trends, questions are posed and suggestions are made to break these cycles. Don Miguel Ruiz's definition of domestication of children frames this paper and engages the reader to question their current practices and expectations of children and/or students.
IGI Global eBooks, May 27, 2022
Serving as the centerpiece of teacher preparation, professional dispositions require modeling, su... more Serving as the centerpiece of teacher preparation, professional dispositions require modeling, support, and integration across a program. This chapter outlines how one pilot was designed to promote the dispositional development of graduate teacher candidates seeking initial teacher certification. Applying immediacy and adult learning theory as a foundation, the authors break down how these concepts are integrated throughout the program, highlighting the many facets responsiveness plays in allowing learners the opportunity to enhance dispositional development in addition to program improvement. Included in this discussion are the roles of teacher educators as learner and mentor while supporting vulnerability in teacher candidates. Voices of participants in the cohorts are included along with program design, structure, and changes incurred over the first three years. The chapter concludes with suggestions for further research regarding this pivotal time period in teacher preparation.
Journal of educational research and practice, Sep 16, 2021
Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogic... more Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a thematic network analysis. Emerging from this analysis and through an andragogical lens, cohort members exhibited key traits associated with adult learners, including application of skills, flexibility, identification of growth, and relationship building. Our research concluded with implications for EPPs and suggestions for further research for programs at the intersections of andragogy and initial teacher certification.
Showing Theory Press eBooks, Feb 28, 2022
English Education
In this essay, three teacher educators explore their individual pandemic-imposed online “zippered... more In this essay, three teacher educators explore their individual pandemic-imposed online “zippered borders” (Fine, 1994, p. 71). Their reflections on navigating the challenges that the past two years created for them and their students resulted in a deeper understanding of the hyphens of teaching various literacy and English language arts methods courses in a virtual setting. The authors’ respective journeys and collaborative sense-making of their commonalities provide critical insights and, perhaps, some inspiration for others to reflect and consider how our best efforts as teacher educators are still, always, in the hyphens.
Dispositional Development and Assessment in Teacher Preparation Programs
Serving as the centerpiece of teacher preparation, professional dispositions require modeling, su... more Serving as the centerpiece of teacher preparation, professional dispositions require modeling, support, and integration across a program. This chapter outlines how one pilot was designed to promote the dispositional development of graduate teacher candidates seeking initial teacher certification. Applying immediacy and adult learning theory as a foundation, the authors break down how these concepts are integrated throughout the program, highlighting the many facets responsiveness plays in allowing learners the opportunity to enhance dispositional development in addition to program improvement. Included in this discussion are the roles of teacher educators as learner and mentor while supporting vulnerability in teacher candidates. Voices of participants in the cohorts are included along with program design, structure, and changes incurred over the first three years. The chapter concludes with suggestions for further research regarding this pivotal time period in teacher preparation.
American Journal of Qualitative Research
This co-constructed autoethnographic reflection presents the experiences of our feminist-informed... more This co-constructed autoethnographic reflection presents the experiences of our feminist-informed research team, COVID GAP (Gendered Academic Productivity), a group of sixteen women who collaborated to investigate reports of reduced academic contributions from women-identified scholars during the pandemic. As insider researchers, we joined together in a virtual space with the shared goal to better understand women academics' lived experiences of the impact of the pandemic specifically as related to their academic productivity. Throughout our work together as a research team, we have reflected on how the pandemic has impacted each of us as academic women and how participation in the COVID GAP research group provided us with the opportunity to engage in interdisciplinary scholarship and collaboration. We shared our process of co-creating our research team, our intersectionality as academics, and our gendered experiences of how scholarly productivity serves as currency throughout academia. Utilizing quotes from all members, we unified our voices in feminist accord concluding with recommendations for fellow academic women.
Journal of Autoethnography
International Journal of Qualitative Methods, 2022
Bringing our collective experiences of past collaborations through a virtual connection, we creat... more Bringing our collective experiences of past collaborations through a virtual connection, we created an international research team of 16 multidiscipline, multicultural, and multilingual academic women called “COVID GAP” (Gendered Academic Productivity) to explore the ongoing challenges and effects of COVID-19. Identifying as insider researchers, we engaged in a two-phase, primarily qualitative research project to better understand the lived experiences of academics during the pandemic. Our past individual experiences with cooperative research informed our roles and responsibilities and how we organized and communicated. This article is a reflection of how COVID GAP has refined our collaborative process in response to an evolving comprehension of our own lessons learned including understanding the nature of cooperative research and that it takes time and effort. From our experience, we provide specific recommendations for group collaborations emphasizing the need to identify a team c...
The discourse on research productivity during the early months of COVID-19 has been dominated by ... more The discourse on research productivity during the early months of COVID-19 has been dominated by bibliometric and quantitative studies highlighting the fewer publications from women scholars compared to men, but few considered the reasons behind this phenomenon. This paper offers new empirical insights into the experiences and perceptions of women scholars during the early stages of the pandemic using the feminist standpoint theory approach to understand why they have been seemingly less productive. Our findings, based on 101 qualitative survey responses, illustrate the centrality of support with respect to childcare, professional-emotional support from peers and mentors that were lost. Restricted access to institutional facilities, resources, loss of structure, additional time required to prepare for online teaching, and increased service load have negatively impacted research productivity. These factors are compounded by poor mental health with high cognitive and emotional tolls, ...
Showing Theory to Know Theory: Understanding social science concepts through illustrative vignettes, 2022
Journal of Educational Research and Practice
Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogic... more Educator Preparation Programs (EPPs) are tasked with providing preservice teachers with pedagogical theory, practical field experiences, mentorship, and scaffolded professional dispositions during critical phases of their preparation. In addition, EPPs collaborate with school districts and state departments of education to address critical issues in the field, including teacher retention and shortages. Our research explores how one EPP pilot, designed to build upon experience, supported working adult education students (e.g., parapros) seeking initial teacher certification. We sought to understand how adult teacher candidates engaged in professional learning and emergent professional relationships. Our qualitative study examined the experience of the first cohort of a 3-year pilot program. Using andragogy as a conceptual framework and paired with Danielson Evaluation Dispositions to expand on this professionalism, the data expanded on these professional dispositions through a themat...
Journal of Culture and Values in Education
This theoretically based paper analyzes the proliferation of domestication in our education syste... more This theoretically based paper analyzes the proliferation of domestication in our education systems inside and outside of the classroom. Looking at past and current trends, questions are posed and suggestions are made to break these cycles. Don Miguel Ruiz’s definition of domestication of children frames this paper and engages the reader to question their current practices and expectations of children and/or students.
Language Arts Journal of Michigan