Chapter 9: Critical Co-Presenterships: Podcasting as Reflective Practice
Matthew Y. Schaefer and Robert J. Lowe
Abstract
In 2014, the authors of this chapter began an independently-produced podcast, with episodes focused on discussions of language teaching informed by both our classroom experiences and background research. We soon began to appreciate the extent to which these collaborative dialogues played a role in our professional development, and to capture this dynamic we developed the concept of the critical co-presentership. This can be seen as a version of the critical friendship, but one distinguished by its public-facing nature and its spontaneous method of preparation and execution. In this chapter, we seek to explore the concept of the critical co-presentership through a process of duoethnographic reflection. In a duoethnography, two participants draw on their life histories in order to provide complex and nuanced perspectives on a particular phenomenon. Through multiple dialogues, we compare our perspectives on our shared journey as podcasters, and aim to answer the following questions:
1) What is our definition of a critical co-presenter?
2) How has our critical co-presentership influenced our development and teaching practice?
We believe that a study of this kind allows us to refine the concept of the critical co-presenter through a deep examination of our experiences in this role. In turn, this will provide readers with an extensive understanding of the benefits of engaging in this kind of unique reflective partnership. We hope this provides impetus for the reader to experiment with more public-facing forms of reflection, which may influence their own, and their audience’s, professional development.
Keywords: Dialogue, podcasting, critical co-presentership, collegial encounters
About the Contributors
Matthew Y. Schaefer is currently a Lecturer at Sophia University. His research interests include curriculum design, program evaluation, narrative theory, and speaking assessment.
Robert J. Lowe is an Associate Professor in the Department of Languages and Culture at Ochanomizu University. His research focuses on critical qualitative inquiry in English language teaching.
Citation
Schaefer, M. Y., & Lowe, R. J. (2023). Critical co-presenterships: Podcasting as reflective practice. In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 253-280). Candlin & Mynard. https://doi.org/10.47908/27/9
In 2014, the authors of this chapter began an independently-produced podcast, with episodes focused on discussions of language teaching informed by both our classroom experiences and background research. We soon began to appreciate the extent to which these collaborative dialogues played a role in our professional development, and to capture this dynamic we developed the concept of the critical co-presentership. This can be seen as a version of the critical friendship, but one distinguished by its public-facing nature and its spontaneous method of preparation and execution. In this chapter, we seek to explore the concept of the critical co-presentership through a process of duoethnographic reflection. In a duoethnography, two participants draw on their life histories in order to provide complex and nuanced perspectives on a particular phenomenon. Through multiple dialogues, we compare our perspectives on our shared journey as podcasters, and aim to answer the following questions:
1) What is our definition of a critical co-presenter?
2) How has our critical co-presentership influenced our development and teaching practice?
We believe that a study of this kind allows us to refine the concept of the critical co-presenter through a deep examination of our experiences in this role. In turn, this will provide readers with an extensive understanding of the benefits of engaging in this kind of unique reflective partnership. We hope this provides impetus for the reader to experiment with more public-facing forms of reflection, which may influence their own, and their audience’s, professional development.
Keywords: Dialogue, podcasting, critical co-presentership, collegial encounters
About the Contributors
Matthew Y. Schaefer is currently a Lecturer at Sophia University. His research interests include curriculum design, program evaluation, narrative theory, and speaking assessment.
Robert J. Lowe is an Associate Professor in the Department of Languages and Culture at Ochanomizu University. His research focuses on critical qualitative inquiry in English language teaching.
Citation
Schaefer, M. Y., & Lowe, R. J. (2023). Critical co-presenterships: Podcasting as reflective practice. In A. Verla Uchida & J. Roloff Rothman (Eds.), Cultivating professional development through critical friendship and reflective practice: Cases from Japan (pp. 253-280). Candlin & Mynard. https://doi.org/10.47908/27/9
Information About the Book
Title: Cultivating Professional Development Through Critical Friendship and Reflective Practice: Cases From Japan.
Editors: Adrianne Verla Uchida and Jennie Roloff Rothman
Publication date: 2023
Read more...
Title: Cultivating Professional Development Through Critical Friendship and Reflective Practice: Cases From Japan.
Editors: Adrianne Verla Uchida and Jennie Roloff Rothman
Publication date: 2023
Read more...