Search results for: Self-study
Page 2/3 25 items
This article describes the experiences of a new teacher educator in a Graduate Teacher Programme in UK university. The author has examined some of her beliefs about teaching, in order to establish her own professional identity.
Updated: Nov. 14, 2012
Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom
This article describes the self study of Charles, a science teacher educator returned to teaching adolescents in a public school located in a rural area in the southeastern United States. The authors examined his beliefs and his abilities in practice by gaining first-hand, experiential knowledge through his efforts to implement a reform-based curriculum. The authors conclude that teachers must seek creative and varied ways for their students to learn science via relevant experiences that connect to student interests, utilizing more open forms of inquiry where appropriate.
Updated: Sep. 09, 2012
The current paper describes the author's exploration in using arts-based techniques for teaching research to support the development of students' self-study research projects. The author employed three arts-based research projects to assist doctoral students in articulating research interests, framing research proposals, and reflecting on their development as researchers.
Updated: Mar. 09, 2011
A Few Steps Forward in the Process of Looking Back: Setting Parameters for a Self-study of Administrative and Program Development Work over 18 Years
The current self-study examines one teacher education administrator's program development work over a period of 18 years and in two institutions in the USA. The author argues that the administrator was both the department chairperson and a full faculty member. The findings suggest that there are both a complexity of roles and multiple roles that are influenced by outside forces.
Updated: Feb. 21, 2011
The current article is a re-analysis of three self-studies conducted by three sub-groups of the Active Collaborative Education team. These self-studies were originally presented at the Seventh International Conference on Self-Study of Teacher Education Practices in 2008. Revisiting and retelling these stories for the purpose of this article highlighted surfaced three concepts: territory, the expert as novice, and de-idealization. These concepts then led the authors to identify the three dimensions of territory, knowledge, and values.
Updated: Feb. 21, 2011
In a self-study, five Dutch teacher educators carried out their individual studies, while supported by the group of colleagues and by the three facilitators. These facilitators also conducted a self-study of the whole project, particularly focusing on helping and hindering aspects of the facilitation process. In this article, the authors report two of the teacher educators' self-studies, one in the context of foreign language teaching and the other in the context of deepening student teacher reflection. In addition, the authors describe the design and outcomes of the self-study carried out by the facilitators.
Updated: Feb. 20, 2011
Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. The author claims that a good story can carry important messages and information about teaching, so that other teachers might be able to implement a similar approach in their own classrooms. However the author would suggest that in terms of development of knowledge, thestories alone are not enough. The author concludes that the stories of these teacher educators' work are helpful, but the learning derived from their researching of their practice that leads to the production of new knowledge of teacher education practices.
Updated: Feb. 06, 2011
Listening to Students, Listening to Myself: Addressing Pre-service Teachers' Fears of Mathematics and Teaching Mathematics
The author's goal was to help her pre-service students improve their attitudes toward mathematics and teaching mathematics to elementary students. The author decided to employ self-study methodology to research her own teaching and learning as well as her students' teaching and learning in a new methods course. Findings include the importance of listening closely to students' feelings about learning and teaching math, responding with opportunities to re-learn primary math concepts in a collaborative and hands-on environment, and providing opportunities for pre-service teachers to experience success with math teaching in primary school settings.
Updated: Feb. 01, 2011
The present paper is based on a project in which the author, as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The purpose of the study is to investigate the author's values, beliefs and professional practices and how these might have been challenged or changed as a result of being a critical friend to the engineering teachers.
Updated: Feb. 01, 2011
This article describes a collaborative research journey undertaken at the University of Edinburgh. The researchers who undertook the journey were a group of nine teacher educators. The researchers' purpose was to find a research identity in a university department with a strong commitment to training of student teachers but which existed within a university that has a strong reputation for research. The authors used a self-study methodology that focused on their individual experiences. The findings from this self-study reveal that , all the reseachers discovered a new collegiality. The authors also discovered , the tension between an identity as educator with a sense of responsibility to students and that of a researcher.
Updated: Jan. 30, 2011