Talking Teaching and Learning: Using Dialogue in Self-Study

2009 ◽  
pp. 55-72 ◽  
Author(s):  
Katheryn East ◽  
Linda M. Fitzgerald ◽  
Melissa L. Heston
Keyword(s):  
Teaching And Learning ◽  
Self Study

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

2017 ◽  
Vol 36 (2) ◽  
pp. 232-243 ◽  
Author(s):  
Mats M. Hordvik ◽  
Ann MacPhail ◽  
Lars T. Ronglan
Keyword(s):  
Faculty Member ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Type Method ◽  
Physical Education Teacher Education ◽  
Experience Teaching ◽  
Self Study

Purpose:In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?Method:One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.Results:The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.Conclusion:Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

scholarly journals The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

2020 ◽  
Vol 5 ◽  
Author(s):  
Lavina Sequeira ◽  
Charity M. Dacey
Keyword(s):  
Students Of Color ◽  
Teaching And Learning ◽  
Virtual Classroom ◽  
Virtual Space ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Student Interactions ◽  
Virtual Classrooms ◽  
Face To Face ◽  
Self Study

Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

scholarly journals Preparing Educators Towards Educational Technology: Empirical Study of Students' and Educators' Perception in Learning Programming Languages

10.28945/2634 ◽  
2003 ◽  
Author(s):  
Hanafizan Hussain ◽  
Jamilin Jais ◽  
Zarina Abdul Rahman
Keyword(s):  
Educational Technology ◽  
Programming Languages ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Electronic Devices ◽  
Traditional Classroom ◽  
Self Study ◽  
E Learning ◽  
Learning Programming ◽  
Multimedia Features

This paper wills emphasis the students’ and educators’ perception in learning programming languages between e-learning and ‘chalk & talk’ teaching method (traditional classroom) used for teaching students. The purpose of this study is to determine if students prefer learn programming languages through the use of variety electronic devices or media with multimedia features, by self-study method through text books or by attending traditional classroom lectures. It also will look in what types of multimedia elements do students and computing educators think should be included in e-learning environment for teaching and learning programming languages. This study needs to be carried on the issues and impfe-mentation on educator’s perspective towards the rapid changing in educational technology. This is needed in order to prepare Malaysian educators towards educational technology.

scholarly journals Accessible Portfolios: Making it Happen in My Centre: an Action Research Study

2021 ◽  
Author(s):  
◽  
Lynne Steele
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Teaching And Learning ◽  
World View ◽  
Pedagogical Practices ◽  
Theoretical Frameworks ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Self Study ◽  
Teacher Researcher

<p>This thesis explores how I improved my portfolios assessment practices by making children s portfolios freely available to children, their parents and whānau in the early childhood care and education centre where I worked. As the teacher researcher I present an insider perspective, my world view on how I improved my pedagogical practices in order to gain a deeper understanding of children s learning, and my role in supporting children s learning. This study has two components, a) the writer as the teacher researcher and, b) accessibility of children s portfolios and the involvement of children in the portfolio process. This study uses a qualitative research design, a mixed methodology of self-study action research and case study. Three theories, ecological, sociocultural, and Donald Schön s (1983) theory of learning and practice have informed and guided this research. This eclectic mix of theoretical frameworks provided me with some valuable insights on ways of examining and using portfolios with children, and understanding children s views on their portfolios. The findings in this study are particular to the centre where I worked and they may not be generalisable to other early childhood care and education centres. Nonetheless, my experiences highlight the potential importance of the process and issues that arise from making portfolios accessible. The findings revealed that my experiences of engaging in self-study action research promoted within the centre a community of learners, and an enquiry approach to teaching and learning. The findings of this study suggest that making portfolios freely available provides children with an understanding of the purpose, contents and ownership of their portfolios. When children frequently use and share their portfolios with peers and teachers it can promote critical self-reflection and self-assessment of their learning. Involving children in the portfolio process makes visible to children the value of their contributions to their learning. Overall, this study has significantly improved my pedagogical practices. It has enhanced teachers learning which has in turn, benefited the children s learning. Beyond that, making the portfolios accessible has strengthened parental understanding of their children s experiences at the centre.</p>

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