Exploring the Concept of Dialogue in the Self-Study of Teaching Practices

2006 ◽  
pp. 51-64 ◽  
Author(s):  
Peggy Placier ◽  
Stefinee Pinnegar ◽  
Mary Lynn Hamilton ◽  
Karen Guilfoyle
Keyword(s):  
Teaching Practices ◽  
The Self ◽  
Self Study

scholarly journals Toward a “Pedagogy of Reinvention”: Memory Work, Collective Biography, Self-Study, and Family

2017 ◽  
Vol 23 (8) ◽  
pp. 605-617 ◽  
Author(s):  
Bryan C. Clift ◽  
Renée T. Clift
Keyword(s):  
Teaching Practices ◽  
The Self ◽  
Education Practice ◽  
Memory Work ◽  
Self Study ◽  
Memory Experience ◽  
Collective Biography

In this article, we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, emotional, temporal, contextual, and cognitive interpretations of past and present, we aim to make our pasts useable for our futures. We discuss the ways in which memory, experience, and reinterpretations of both as interplays among past, present, and context contribute to our reinvention of teaching practices.

scholarly journals From self-study to studying the self: a collaborative autoethnography of language educators as informal language learners

2020 ◽  
pp. 1-6
Author(s):  
Antonie Alm ◽  
Louise Ohashi
Keyword(s):  
Online Learning ◽  
Language Learners ◽  
Teaching Practices ◽  
The Self ◽  
Teacher Cognition ◽  
Digital Tools ◽  
Learning Resources ◽  
Foreign Language Learners ◽  
Self Study ◽  
Online Learning Resources

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices.

Teacher Educators and the Self-Study of Teaching Practices

2009 ◽  
pp. 205-217 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
John Loughran ◽  
Maria Inês Marcondes
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
The Self ◽  
Self Study

scholarly journals Use of Team-Based Learning Pedagogy to Prepare for a Pharmacy School Accreditation Self-Study

Pharmacy ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 148
Author(s):  
Ruth Vinall ◽  
Ashim Malhotra ◽  
Jose Puglisi
Keyword(s):  
Subgroup Analysis ◽  
Exploratory Study ◽  
Likert Scale ◽  
The Self ◽  
Classroom Setting ◽  
Participant Engagement ◽  
Significant Difference ◽  
Self Study ◽  
Team Based Learning ◽  
School Accreditation

Ensuring adequate engagement and preparation of all stakeholders in an accreditation self-study can be challenging for many reasons, including lack of motivation and inadequate understanding of expectations and procedures. The goal of this exploratory study was to determine whether using team-based learning (TBL) pedagogy to deliver an accreditation preparation workshop could effectively prepare and engage participants. A Likert-scale questionnaire was administered to workshop attendees (n = 52) to determine whether they found TBL-based training helpful and whether it promoted engagement. Twenty-four attendees completed the survey (46%). More than 80% of participants strongly agreed or agreed with 12 statements relating to perceptions of self and participant engagement within team activities and the usefulness of team activities. More than 65% of participants strongly agreed or agreed with statements relating to the helpfulness of the TBL approach in preparing for the self-study (five questions). Subgroup analysis showed no significant difference in responses based on whether on not participants had previously been involved in an accreditation self study. Our data indicate that a TBL approach can be an effective way to engage and prepare stakeholders for an accreditation self-study, and that TBL pedagogy has utility outside of the classroom setting.

The Self Study Option

1995 ◽  
Vol 26 (4) ◽  
pp. 146-146
Author(s):  
Patricia S Yoder Wise
Keyword(s):  
The Self ◽  
Self Study
Sign in / Sign up

Export Citation Format

Share Document