Search results for: Self-study
Page 3/3 25 items
Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-related Knowledge
The purpose of this self-study is two-fold. Firstly, to aid in redressing the lack of attention given to the professional development of teacher educators; and secondly, to show that an attitude of self-directed inquiry combined with elements of reflective teaching enabled the author’s professional development. Specifically, the report shows how the author built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.
Updated: Apr. 11, 2010
'It's All About Paying Attention!' … But to What? The '6 Ms' of Mentoring the Professional Learning of Teacher Educators
This article reports the findings of the authors' self-studies of their role as the mentors of groups of teacher educator colleagues, who were themselves engaged in action research on their work with teachers as their chosen mode of professional learning. From these studies of mentoring the professional learning of teacher educator colleagues, the authors have developed a conceptual model for 'contextually responsive mentoring' in teacher education. This model proposes that there are (at least) six core preoccupations of practice that tend to dominate teacher educators' thinking when engaged in these kinds of professional learning enquiries.
Updated: Apr. 06, 2010
Exploring the Radical Middle between Theory and Practice: A Collaborative Self-Study of Beginning Teacher Educators
This paper is a collaborative self-study of the authors' development as beginning teacher educators over the course of an academic year. The purpose of the authors' self-study was their shared interest in the role of theory and of practice in teacher education programs. Both authors kept personal journals of the ideas they explored during their discussion meetings. Their analysis suggests that theory and practice are densely interwoven aspects of teaching which can be tacitly separated by coursework in teacher education.
Updated: Aug. 26, 2009
Learning to Think Like A Teacher Educator: Making The Substantive and Syntactic Structures of Teaching Explicit through Self-Study
This article begins by arguing that it is more appropriate to speak of a basis for knowing, rather than a knowledge base, for thinking about teaching and learning. Furthermore, the article also argues that self-study methodology is one way for a new teacher educator to develop his or her basis for knowing about teaching teachers. The article concludes with a set of personal understandings that the author has constructed as a new teacher educator.
Updated: Jul. 20, 2009
The article maps out key features of self-study in teaching and teacher development, particularly in relation to social action. The authors have become increasingly interested in how self-reflexivity in teaching and teacher development can illuminate social and educational challenges that have resonance beyond the self and can inspire context-specific, practitioner-led responses to those challenges. The examples that they use point to the potential for ministries and faculties of education to support self-study initiatives as an approach to social action and community development.
Updated: May. 14, 2009