Search results for: Self study research
Page 1/1 9 items
This research explores evidence-based teaching portfolios as authentic and continuous professional development involving cross-sectoral and cross-contextual teacher collaboration. Qualitative data analysed from teachers with experience teaching at post-primary, in a national teacher support service, in higher education and in teacher education are discussed. The original claim this paper makes is that many process and practice outcomes elicited during the process of portfolio development are useful for teachers working together across sectors, and therefore valuable for teachers and learners, along and across the education continuum. Key findings indicate that a cross-sectoral group can create knowledge, which is personalised and contextualised to each teacher’s teaching philosophy, yet informed by practitioners from different sectors. The merging of a research design through dual structuring of collaborative workshops with individualised mentoring and self-study inquiry enabled meaningful dialogue and reflection among the teachers’ from varied settings. Finally, the creation of a personalised and contextualised written teaching portfolio, afforded the teachers evidence of their own professional learning during and following the research process. This collective and individualised learning informed realisations and plans for relational and pedagogical change among the cross-sectoral group.
Updated: Aug. 05, 2020
This paper reports on a collective self-study from the authors' multiple and unique experiences of teaching self-study research in the Netherlands and the United States. The collective study resulted in six guidelines for a pedagogy of teaching self-study research.
Updated: Jun. 24, 2012
The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. This research is located as self-study employing design-based methods. The intervention consisted of modifications to an existing secondary teacher education program. The findings revealed that there appear to be two anchors, contextual anchors and conceptual anchors, that operating to inform and enrich reflection among these student teachers.
Updated: Feb. 06, 2011
A Teacher Educator's Professional Learning Journey and Border Pedagogy: A Meta-Analysis of Five Research Projects
In this article, the author examines her own involvement and that of other teachers and teacher educators in five practice-based research studies in terms of their professional learning and border pedagogy. The author played a key role in each project and offer an 'insider' perspective through an autobiographical narrative based on self-study. Each project involved crossing a border between professional knowledge contexts, and explores the 'journey' metaphor of professional learning. The metaphors of passport and visa are used to explore the identities and purposes for the professional learning 'journey'. The benefits of border-crossing for professional learning are then discussed.
Updated: Apr. 11, 2010
Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project
The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. In particular, the author considers how humanist discourses are challenged by poststructural theory. She also discusses about the use of theory in self-study research. The author provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.
Updated: Aug. 26, 2009
Authentic Conversation as Faculty Development: Establishing a Self-Study Group in A Faculty of Education
Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006–2007. This article by the group’s coordinators focuses on how conversations within the self-study group contributed to the faculty members’ development as teachers and scholars. Qualities of authentic conversation provide a framework for description, reflection and analysis of the group’s interactions. Implications of forming a large self-study group within a teacher education program are identified.
Updated: Dec. 08, 2008
This is a self-study of the author's professional and cultural biography and identity.She uses this inquiry to demonstrate how biography and identity influences the lived experience of teaching and the researcher’s stance. She also examines areas where preservice urban teacher education programs must improve. Her personal recommendations describe experiences that would have better prepared her for urban teaching. Suggestions include expanding coursework in the historical, political, and sociocultural influences on urban education and in designing culturally responsive curricula.
Updated: Dec. 08, 2008
Researching Teacher Education Practices: Responding to the Challenges, Demands, and Expectations of Self-Study
The article explores the topic of self-study, and how it is conducted and reported. The authors make an argument for the need for learning through self-study and its documentation, so that it may be accessible to others and meaningful for other preservice teachers and teacher educators. Although the term self-study suggests singular and individual research, the data, research methods, and ideas may contribute greatly to a deeper understanding of the relationships between teaching about teaching and learning about teaching.
Updated: Jan. 07, 2008
This article calls for strengthening self study research and creating a closer connection between self studies research of teacher educators and substantive teacher education research issues. The writer encourages the incorporation of teacher educators into the mainstream of teacher education research, so as to incorporate their voices into the syntheses of research on issues in teacher education. The author also encourages researchers to work both gaining a greater theoretical understanding and the improvement of teacher education practice.
Updated: Dec. 11, 2007