Search results for: Self study
Page 1/8 78 items
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
The Bricks and Mortar of our Foundation for Faculty Development: Book-Study within a Self-Study Professional Learning Community
This paper explores the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching. The authors' experiences demonstrate how self-study research, undertaken within the context of a professional learning community engaged in book-study. Their experiences hold the potential to enhance teacher educators’ understandings, foster collaboration, and provide a catalyst for meaningful observations about their practices, students, and teacher education program. The authors highlight that this has altered some of their practices and their discourse with others.
Updated: Nov. 01, 2018
“What Do We Know about Elementary Social Studies?”: Novice Secondary Teacher Educators on Learning to Teach Elementary Social Studies Methods
This research examines the critical friendship of two doctoral students charged with teaching a methods course in elementary social studies. The primary result of this critical friendship was the overall pedagogical, affective, and intellectual support the friendship provided. The authors argue that their critical friendship is evidence that novice teacher educators can engage collaboratively in meaningful work to uncover the complexities of teacher education within the confines of academic and professional schedules that often pull doctoral students and new faculty in a number of competing directions. They argue that the results of this self-study point directly to the support needed for novice teacher educators to become effective teacher educators.
Updated: Oct. 03, 2018
Authentic Role-playing as Situated Learning: Reframing teacher Education Methodology for Higher-order Thinking
In this paper, the authors draw from situated learning theory and teacher education research to propose a teacher education pedagogy that may help to bridge the theory-into-practice gap for preservice teachers. The authors conclude that the experiences of their self-study of the pedagogy of Authentic Role-Playing as Situated Learning showed them that the act of teaching can indeed be demystified by modeling higher-order thinking and teaching within a situated performance role-play, with a robust meta-commentary and significant vulnerability. The authors now believe that vulnerability is an essential element of modeling; without it, they are merely demonstrators, not teachers of teachers.
Updated: Sep. 20, 2018
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018