Search results for: Bullock Shawn Michael
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Enacting Literacy Pedagogies: A Collaborative Self-study by Teacher Educators in Physical Education and Science
In this article, the authors aimed to explore their pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. The authors conclude that the collaborative self-study provided support and encouragement from a trusted colleague as well as a safe space to explore and reframe problematic aspects of practice. This self-study helped the authors to understand many conceptual similarities between the constructs of physical literacy and scientific literacy.
Updated: Feb. 21, 2018
Exploring the Impact of Prior Experiences in Non-Formal Education on My Pedagogy of Teacher Education
The purpose of this article is to use self-study methodology to uncover what effects these experiences had on the development of the author's pedagogy of teacher education and so he needed to find a way to extract ideas that were relevant to his practice as a teacher educator. The author draws two conclusions from this self-study (1) There is considerable value in re-experiencing oneself as a learner by examining one’s own life history in order to challenge how we know what we know about teaching. (2) If we accept the idea that prior experiences as a student and as a teacher influence our work as teacher educators and professors of education, then our prior experiences as a learner in non-formal settings offer a rich context for additional analysis through self-study.
Updated: Nov. 30, 2016
This article aims to use collaborative self-study to analyze and describe the authors' experiences of teaching about teaching in a digital, online environment. The findings indicate that the perceived disembodiment of teaching and learning online affected how the authors fostered relationships with students and responded to problems of practice.
Updated: Sep. 28, 2016
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
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