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 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.

Working with College Students to Improve Their Improvisation and Composition Skills: A Self-Study with Music Teacher Educators and a Music Theorist

2018 ◽  
Vol 28 (2) ◽  
pp. 28-42 ◽  
Author(s):  
Kristen Pellegrino ◽  
Jennifer P. Beavers ◽  
Susan Dill
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Secondary Data ◽  
Music Teacher ◽  
Primary Data ◽  
Data Sets ◽  
University Professors ◽  
Self Study ◽  
Music Theorist ◽  
Composition Teaching

The purpose of this self-study of teacher education practices was to examine and improve improvisation and composition teaching practices for three university professors at the same institution. Primary data sets were individual researcher journals and transcripts of seven researcher meetings. Secondary data sets were music major surveys, interviews, observations, and written communications. Findings are discussed in three sections: origins of our insecurities, turning point realizations and conversations, and our changed teaching practices and students’ learning. With the encouragement and support of our coresearchers, each of us experienced greater success in regularly integrating improvisation and composition into our teaching, which yielded notable increases in our students’ confidence and skills when improvising and composing, as well as willingness to incorporate them into their own teaching. We noticed improved student learning in many areas, as well as a more sophisticated transference of knowledge between playing, reading, and writing music.

Creating Access, Opportunity, and Ownership Through Cross-Cultural Meaning-Making in Academically Diverse Online Courses

2019 ◽  
pp. 42-65 ◽  
Author(s):  
Christi U. Edge ◽  
Abby Cameron-Standerford ◽  
Bethney Bergh
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Literacy Practices ◽  
Online Courses ◽  
Meaning Making ◽  
Multimodal Literacy ◽  
Multimodal Texts ◽  
Self Study ◽  
Relationship Of

As a group of three teacher educators representing reading, special education, and educational leadership, the authors conducted a self-study of their online teaching practices with the guiding question of “How can we use multimodal literacies to re-see our practices and to empower others to construct and to communicate meaning?” The purpose was to explore the pedagogic potentials of multimodal literacy by acting upon recent findings from their longitudinal, collaborative self-study into how they use and learn through visual literacy. They sought to extend their line of inquiry and to more inclusively empower learners to negotiate and to make meaning through multimodal literacy practices. Findings document how using protocols to critically “read,” discuss, and collaboratively make meaning from their online teaching practices illuminated the relationship of multimodal texts, visuals and literacy practices in fostering access, opportunity, and ownership for learners in online courses.

scholarly journals It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry

2016 ◽  
Vol 9 (2) ◽  
pp. 317-337
Author(s):  
Eun-Ji Amy Kim
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Collaborative Teaching ◽  
Teaching Science ◽  
Science Methods ◽  
Research And Teaching ◽  
Self Study ◽  
Teaching Team

The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).

scholarly journals Open Pedagogy and Transdisciplinary Thinking: Making Connections Through a Visual Artefact Self- Study

2021 ◽  
Vol 1 (1) ◽  
pp. 1-18
Author(s):  
Connie Blomgren
Keyword(s):  
Teacher Educators ◽  
Computational Thinking ◽  
Open Educational Resources ◽  
The Self ◽  
Critical Friends ◽  
Form And Function ◽  
Self Study ◽  
Visual Artifacts ◽  
And Mathematics

The examination of teacher educators’ own practices through self-study research has been well established and self-study aligns with the growing interest in open educational resources (OER) and open pedagogy. This research used a self-study method of a Science, Technology, Engineering, Art, and Mathematics (STEAM) OER project, Form and Function(s): Sustainable Design meets Computational Thinking. Two research questions were pursued: How do open pedagogy attributes contribute to a transdisciplinary STEAM OER pedagogical stance? And how can one apply visual artifact self-study as intentional critical friends to examine professional value and to enhance pedagogical self-understanding? The researcher analyzed visual artifacts of created and documented images that supported the process of her interrogations of transdisciplinary curriculum development and open pedagogy. The sites and modalities of the artifacts were questioned and answers recorded using a critical visual methodology. Klein’s (2008, 2018) transdisciplinary thinking and the eight attributes of Hegarty’s (2015) open pedagogy frame the interrogation of the images and the connections made to curriculum theorizing. The self-study provides conclusions to the role of visual artifacts when conceptualizing the gestalt of complex ideas and relations. The self-study provides warranted assertions for open educators and researchers interested in the practices of transdisciplinary, open curricular and pedagogical processes alongside the eight attributes of open pedagogy, and the role of critical self-reflection.

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