Search results for: Davey Ronnie
Page 1/1 2 items
Privatization, Illumination, and Validation in Identity-Making within a Teacher Educator Research Collective
This article reports a collective self-study by seven teacher educators at the University of Canterbury, New Zealand. As the authors individually engaged in self-studies of their personal teacher education practices, they also were participating in a group self-study of their collaboration to better understand the effects of their collaborative endeavor on them individually, as well as how their work together affected them collectively. Through the conversations and inevitable comparisons with known others that the authors make and encourage in studies conducted this way, they are encouraged to reflect on their own uniqueness as professional selves. At the same time, they are also reminded of the collective values that they share as a professional community.
Updated: Jan. 13, 2014
'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