Search results for: Collaborative self-study
Page 1/2 14 items
This article shares insights into how the authors came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which they reflected on their six-week social studies methods course. Drawing on pedagogical moments that the pre-service teachers saw as being significant, this article explores the generative and ambiguous ways in which the course ‘muddied the waters’ of their unfolding conceptions and practices of social justice education. The article describes how coming to know ‘teaching for social justice’ through the eyes of these pre-service teachers provided a reflexive surface for the authors’ self-study and has shaped its trajectory. In contrast to their initial desire for greater certainty, placing the uncertainties of social justice at the forefront of their practice has become central to their inquiry.
Updated: Aug. 05, 2020
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
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Updated: Jan. 15, 2017
This collaborative self-study introduces a learning experience regarding the meaning of our roles as teacher educators in an open-space learning environment. The study documents a learning process in which the authors framed and reframed their understanding of the meaning of their roles as they changed perspectives and reconsidered practices.
Updated: Nov. 09, 2016
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Updated: Jul. 18, 2016
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Updated: Jan. 20, 2014
The authors are teacher educators in the Academic College of Education (ACE) program at Kaye Academic College of Education. Over the years, the 10 teacher educators working in the program have developed a community of practice. In this article, the authors explore the crisis they confronted as a professional learning community, the tensions underlying the crisis, the paths to resolving their crisis, and their decision to look more closely at how collaborative communities of practice affect both group and individual identities. The data analysis revealed two general thematic tensions that supported the authors' understanding of their group’s crisis and led them to identify two metaphors that would help them develop a way out of their crisis. These tensions – preservation versus change and collective versus individual identity – related to their shared language and individual and group identity.
Updated: Jan. 12, 2014
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
The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Updated: Feb. 21, 2011
This paper reports a collaborative self-study designed to examine the practices and experiences of a teacher educator and her students with the support of critical dialogue partners. The authors explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. The authors conclude that a mathematics teacher education course permeated with care and peppered with inquiry has the potential to build preservice teachers' confidence and empowerment as the course develops.
Updated: Feb. 13, 2011