International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Self study
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82 items
61
The objective of this research was to examine the development of the author's vision of teacher education as he moved from teacher to teacher educator. A qualitative self-study methodology was used to identify and describe sources of tension and growth that contributed to the evolution of his classroom teacher understandings as he forged a distinct vision for teacher education. Data were collected in the form of field texts over the three-year period when the author worked as a graduate teaching assistant in a teacher education program. The author identified four primary sources that contributed to the development of his vision of teacher education.
Published: 2009
Updated: Aug. 25, 2009
62
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.
Published: 2009
Updated: Jul. 20, 2009
63
In this article, the author presents the findings of a self-study into his teaching practices as a sociology-of-education lecturer working in the pre-service teacher education program of a regional university in New South Wales, Australia. The principal data source is a logbook of the teaching practices which characterized several tutorial classes taught in 2007. The article reveals tensions between assessment-driven and more authentic teaching practices, and more student- and teacher-centered teaching practices.
Published: 2009
Updated: Jun. 17, 2009
64
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.
Published: 2009
Updated: May. 14, 2009
65
This self-study draws from multiple frameworks of teacher knowledge to examine knowledge content, structure, and growth of a novice mathematics teacher educator-researcher (MTE-R). The study explores her knowledge content from her doctoral program into her third year of a tenure-track faculty position at a large southwestern United States university.
Published: 2009
Updated: Mar. 30, 2009
66
The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, the author trace her personal journey of coming to know Schwab's contributions and how she came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry.
Published: 2008
Updated: Jan. 19, 2009
67
The authors conducted this year-long self-study to answer the question: What could the college’s education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him. Then, they explored how the successful approaches he developed as a new teacher could be incorporated into the college’s preservice program.
Published: 2008
Updated: Dec. 08, 2008
68
The study uses self-study to analyze the development of a mentoring program, during initial teacher mentoring, in a training-school or university partnership. It focuses on the ontological values of the co-authors as they collaborate. The authors use a video to record teaching, and assist mentors and teachers foster the help necessary to improve the relations between the teachers and the mentors.
Published: 2007
Updated: Jun. 11, 2008
69
In this self-study, a teacher educator and an experienced teacher analyze an unexpected shared opportunity to mentor pre-service elementary educators. Our partnership arose during a graduate course on literacy development for elementary students, serendipitously captured during an extended electronic conversation with the pre-service candidates.
Published: 2008
Updated: Jun. 10, 2008
70
Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies - narrative, auto-ethnography and self-study - that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education.
Published: 2008
Updated: Jun. 02, 2008