Search results for: McNary Scot W.

The current self-study explores the role of collaboration in the development of the authors, three new faculty members, as teacher educator-researchers. the authors consider the role that protocol-structured examination of artifacts of practice has played in their own professional learning as beginning teacher educator-researchers, as well as what it might offer to others engaging in self-study. The findings reveal protocol-structured dialogue about artifacts of classroom practice. In addition, the findings also show that the dialogue is formally facilitated, informed by text and common understanding, non-hierarchical, and task-specific.