Search results for: Ham Vince
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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
Participant-Directed Evaluation: Using Teachers’ Own Inquiries to Evaluate Professional Development in Technology Integration
In this article, the author considers of what, conceptually, the evaluation design models might productively look like in the particular context of professional development (PD) in technology integration. The author describes and examines three PD programmes in New Zealand that formed the basis of the reflective review of evaluation in technology PD all had a technology focus. The author concludes that by placing participant teachers at their centre, models of PD based on action research have inherent potential to closely link both teacher effects and student outcomes directly back to aspects of the PD experience to provide a rich evidence base about those effects and outcomes from the participants’ perspective.
Updated: Jan. 02, 2011
'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