Search results for: Tidwell Deborah L.
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This article describes a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. The partnership between the authors began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, they began to look closely at Tom’s experiences integrating mindfulness into his instruction, which resulted in self-study research. The authors have found that this study reveals the power of theoretically grounding teaching practice in mindfulness and in intentional consideration of language as a tool to establish an appropriate affective space for learning, even in an online setting.
Updated: Feb. 11, 2018
In this article, the authors describe the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school in Iowa. The authors argue that the use of self-study as the frame for their professional learning experience was seen as a powerful and positive experience overall, impacting both their own practice and the dual language program at large. The authors also argue that during the process of self-study, many of the teachers became supportive collegial friends, colleagues who appeared genuinely interested in working together to improve practice. By working as collegial friends, by engaging in critical discussions of genuine issues and teacher-chosen interests in improving practice, the dual language program as a whole benefited.
Updated: Jan. 15, 2014