Collaborative Learning from Experience Across Cultures: Critical Friendship in Self-Study of Teacher Education Practices

Abstract

This chapter summarizes the insights gained in a critical friendship between two teacher educators, one in Chile and one in Canada. Over a 10-year period they have conducted self-studies of their own teacher education practices, with each acting as critical friend to the other. Exploration of the concept of critical friendship leads into an account of four themes in this ongoing collaboration. The central portion of the chapter provides details of new practices they have developed together, focusing for each practice on the initial idea, the new practice, and sample student responses. The discussion continues with attention to four key issues in teacher education programs: practicum experience, differences between book knowledge and craft knowledge, the importance of early teaching experience, and the development of skills of reflective practice. A report on the introduction of self-study and critical friendship to teacher educators in Chile continues the cross-cultural theme. The importance of reframing practices in terms of double-loop learning is also considered. The conclusion summarizes perspectives on the professional value of critical friendship, which can become even deeper and more valuable when it is mutual, long term, and conducted across cultures.