Search results for: Self study
Page 1/9 82 items
The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. The authors’ recommendations include using self-study as a tool to help doctoral students understand and do teacher education.
Updated: Jun. 27, 2022
Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration
Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on how their administrative roles impacted or changed their perspectives on teacher education in general and how it changed them each personally. The weight of the role had lasting implications for their personal and professional selves. Their reflective journals, weekly online meetings, and responses to each other’s experiences resulted in findings that can inform the work of others in similar positions or circumstances. Those findings, while both similar and distinct, reveal enough commonality that the authors, as teacher educators often placed in positions of leadership, must consider the implications for their practice, their students, their scholarship community, and themselves.
Updated: Dec. 28, 2021
Although there is substantial research documenting the impact of department heads in higher education, there is a significant gap in the literature examining the role of program coordinators. This self-study explores how two teacher educators navigated the opportunities and costs of coordinating their respective programs, literacy education and elementary education. The data revealed three themes consistent across the coordinators: stakeholder and engagement, collaboration, and policy and power. Implications for leaders in higher education are discussed including the importance of revising evaluation tools to reflect the actual demands on coordinators’ time, allowing time for rich and deep conversation among leaders, and providing mentors to assist coordinators in building their skills and supporting their efforts.
Updated: Dec. 22, 2021
Utilizing SIOP lesson video demonstrations as a springboard for reflection: A collaborative self-study of EL teachers
This collaborative self-study explored three graduate students’ perceptions of the benefits and challenges of viewing, editing, and sharing lesson demonstrations based on Sheltered Instruction Observation Protocol (SIOP). The researchers also examined how university instructors could promote reflection through the lesson demonstration process. The study consisted of four qualitative forms of data collection. First, the researchers interviewed participants regarding their experiences viewing, editing, and sharing their videos. Then, they examined participants’ written reflections of their lesson demonstration, focusing on best practices for teaching English learners (ELs). Using the constant comparative method, they coded the interview transcripts, participant reflections, and instructor feedback. Researchers performed a document analysis of course materials (e.g., instructions, rubrics, lesson plan templates) to better understand and contextualize participants’ perceptions of the lesson demonstration process within the course. The findings indicated that participants benefited from the process in a variety of ways, while experiencing minimal or no challenges. In reviewing and editing the footage, participants expressed how they were able to view their teaching from a new vantage point and identify unique opportunities for future growth from other professional development strategies. Due to participants’ limited sharing of the video, this stage of the process was not fully explored.
Updated: Dec. 05, 2021
This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, the authors employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ The authors assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.
Updated: Oct. 06, 2021
Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
Updated: Jul. 14, 2021
Examining the Tensions between Rapport with Pre-Service Teachers and Authority in Becoming a Teacher Educator
The purpose of this self-study was to examine an internal conflict the lead author was feeling about her credibility to teach pre-service elementary teachers when she was similar in age to them and had no K-12 teaching experience. Having taught only as an undergraduate science teaching assistant, she was now assigned in her doctoral program to be an early field experience instructor for elementary education majors. Using Relational Cultural Theory and the framework of deliberate relationship, the role of rapport was analyzed in relation to authority and credibility. Findings show the lead author’s rapport with her pre-service teachers was valuable in supporting her authority and credibility as an instructor, but only when boundaries to rapport were maintained. Specifically, findings show the difficulty in balancing caring for pre-service teachers with appropriate boundaries, and need for diligent transparency of practice. Implications for successful teacher-student relationships when feeling tensions between developing rapport and authority are discussed. Positive, mutually-beneficial relationships with high rapport are possible as long as the instructor maintains appropriate boundaries with pre-service teachers by focusing on the teacher-student relationship rather than attempting to establish friendships.
Updated: Jul. 01, 2021
Developing deep understanding of teacher education practice through accessing and responding to pre-service teacher engagement with their learning
In this research the authors examined the ways they accessed and responded to students’ engagement with a set of pedagogical principles of teacher education focused on meaningful physical education. The research was cross-cultural, taking place in universities in Country 1 and Country 2. Self-study of teacher education practice (S-STEP) methodology guided collection and analysis of the following data over one year: lesson planning and reflection documents, and critical friend and ‘meta-critical friend’ interactions. Findings indicate the value in teacher educators becoming more intentional and systematic in how they access student perspectives related to engagement with learning experiences of pedagogical innovations in pre-service teacher education, while also emphasizing the challenges in doing so. The concepts of reflection on- and in-action provided a framework for understanding how being more intentional about accessing student perspectives can be enacted in teacher education practice. The authors’ experiences demonstrate how focusing on student engagement can support the professional learning of teacher educators through enabling a deeper understanding of the challenges faced in being responsive to students’ engagement with their learning.
Updated: Jul. 26, 2020
Glassner and Back, authors of the new book Exploring Heutagogy in Higher Education: Academia Meets the Zeitgeist, present the principles of Heutagogy approach in which let the students decide what and how to learn, with whom and from what resources. Since the success of this learning method is mostly teacher depended, they present the main two roles of the teachers in Heutagogy as motivators and facilitators. The authors suggest the COVID19 pandemic emphasizes the need to develop self-determined learners who take responsibility for their learning to enriches their knowledge, capabilities and personalities.
Updated: Apr. 30, 2020
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers’ weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Updated: Nov. 17, 2019