Search results for: East Katheryn
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The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Updated: Feb. 21, 2011
This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. The author gathered information about her practice in teaching journal and in notes from discussions in her self-study group, work with individual colleagues, and ad hoc discussions with peers and students. Institutional Teaching Evaluations (ITE) provided additional student perspectives. The work demonstrates how long-term use of metaphors can be a way to step back from practice, take a new look at the meaning of the particulars of practice, and reframe events of practice.
Updated: Aug. 25, 2009