Search results for: Self study
Page 3/5 47 items
This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of their professional identities.
Updated: Nov. 28, 2012
Cultural Perspectives on Teaching and Learning: A Collaborative Self-study of Two Professors’ First Year Teaching Experiences
In this article, the authors were interested to examine how their different cultural backgrounds influenced the formation of their perspectives. Furthermore, the authors wanted to explore how their exchange of views of teaching and learning supported their teaching practice. The authors conclude that differences in their teaching perspectives demonstrated the different points of view in the educational systems in the two countries. However, through this collaborative self-study experience, the authors obtained a better understanding of the teaching values of their own and another culture.
Updated: Sep. 24, 2012
Establishing and Sustaining Teacher Educator Professional Development in a Self-Study Community of Practice: Pre-Tenure Teacher Educators Developing Professionally
This article outlines the professional development of pre-tenure teacher educators through the establishment of a self-study group. Through reflecting on three significant events, a discussion is offered as to how members contributed to the self-study of teacher education practices and experienced enhancement as a community of scholars.
Updated: Jun. 26, 2012
In this article, the authors focus on an analysis of critical issues in supporting teacher educators conducting a self-study. The authors have found seven issues critical to enhancing the chances of self-studies being beneficial to the practice of teacher education as well as to the further development of a knowledge base for teacher education.
Updated: Dec. 03, 2010
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
Using the narrative inquiry research method, this self-study of the author’s teacher education practices examines the influence of four simultaneous accountability reviews on her personal experiences and identity within academia. Drawing on evidence excerpted from journal entries, work samples, historical documents and meeting notes, the author reconstructs a series of changes concerning human subjects reviews, course syllabi requirements, student assignments, grading procedures and personal productivity. The self inquiry reveals individual and institutional compromises that were made to achieve acceptable measures of success as determined by external agencies.
Updated: Jun. 20, 2010
In this article, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. The tensions and dilemmas inherent in being ‘expert’ teachers and ‘novice’ teacher educators are discussed. The authors emphasize particularly the complexity of developing professional connections with colleagues in the academic context.
Updated: Mar. 21, 2010
Developing a Vision of Teacher Education: How My Classroom Teacher Understandings Evolved in the University Environment
The objective of this research was to examine the development of the author's vision of teacher education as he moved from teacher to teacher educator. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of his classroom teacher understandings as he forged a distinct vision for teacher education. Data were collected in the form of field texts over the three-year period when the author worked as a graduate teaching assistant in a teacher education program. The author identified four primary sources that contributed to the development of his vision of teacher education.
Updated: Aug. 25, 2009
This study describes how one teacher educator used metaphor as a self-study tool over an eight-year period. The author gathered information about her practice in teaching journal and in notes from discussions in her self-study group, work with individual colleagues, and ad hoc discussions with peers and students. Institutional Teaching Evaluations (ITE) provided additional student perspectives. The work demonstrates how long-term use of metaphors can be a way to step back from practice, take a new look at the meaning of the particulars of practice, and reframe events of practice.
Updated: Aug. 25, 2009
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Updated: Jun. 17, 2009
Grounding Practice in Scholarship, Grounding Scholarship in Practice: Knowledge of A Mathematics Teacher Educator–Researcher
This self-study draws from multiple frameworks of teacher knowledge to examine knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R). The study explores her knowledge content from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university.
Updated: Mar. 30, 2009