Exploring Challenges to and from Self-Study Methodology

2020 ◽  
pp. 1-23
Author(s):  
Cécile Bullock ◽  
Shawn Michael Bullock
Keyword(s):  
Self Study ◽  
Study Methodology

scholarly journals Preparing teachers for HIV/AIDS education: integrated and interdisciplinary pre-service teacher education

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren
Keyword(s):  
Teacher Education ◽  
Intermediate Phase ◽  
Aids Education ◽  
Integrated Models ◽  
The Social ◽  
Self Study ◽  
Study Methodology ◽  
Faculty Of Education ◽  
Pre Service Teacher ◽  
Hiv Aids

This article focuses on the views of pre-service teachers regarding an appropriate model for integrating HIV/AIDS education at a Faculty of Education. The final-year foundation and intermediate phase teachers were introduced to integrating HIV/AIDS education in Mathematics education and reflected on their four years of training. By using self-study methodology, the opinions and experiences of pre-service teachers of the two models of HIV/AIDS education in teacher preparation were explored, aiming to improve the manner in which pre-service teachers could be prepared to teach in the social and educational context of HIV/AIDS. The pre-service teachers indicated that they are under-prepared to teach in this context. Pre-service teachers were of the opinion that they could, however, be better prepared through HIV/AIDS teacher education that includes both discipline/subject and integrated models of teacher education

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

scholarly journals A Critical Approach to University-Community Partnerships: Reflecting on the Diverse Realities

2021 ◽  
Vol 10 (2) ◽  
pp. 1-17
Author(s):  
Heloise Sathorar ◽  
Deldre Geduld
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Community Partnerships ◽  
Critical Approach ◽  
Contested Space ◽  
The Core ◽  
Self Study ◽  
Engagement Process ◽  
Study Methodology ◽  
University Community

Postapartheid South Africa has seen a greater focus on community engagement by universities, and its inclusion as one of the core focus areas of higher education in addition to teaching and research. This focus on engagement with the community was ignited by a requirement to enhance the university's social responsibility through establishing partnerships with the communities it serves. Higher education institutions have traditionally positioned themselves in engagement projects as the singular organisation that has knowledge to offer when compared to what the community can offer. In this paper, we propose a critical engagement process to enhance collaboration in engagement projects. Our qualitative study resides in a critical theory paradigm, and we used drawings as well as narrative free writing to reflect and explore our perceptions regarding community engagement. We used the collaborative self-study methodology because it provides opportunities for critical and self-critical reflection that could lead us to discovering valuable insights, as well as provide suggestions on how to enhance university community partnerships. Our findings suggest that, despite legislation and efforts to enhance university community engagement, this remains a contested space where power relations, inequality, and claims to knowledge ownership continue to pose challenges.

scholarly journals Interdisciplinary teaching practices: Reflections from a teaching triangle

2021 ◽  
Vol 11 (5) ◽  
pp. 10
Author(s):  
Melba Sheila D’Souza ◽  
Bala Raju Nikku ◽  
Cael Field
Keyword(s):  
Reflective Practice ◽  
Learning Environments ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Pedagogy ◽  
Interdisciplinary Teaching ◽  
Self Study ◽  
Study Methodology ◽  
Interdisciplinary Relationships ◽  
Professional Teaching

Background and aim: There is an increased understanding of and appreciation for teachers' work from other disciplines, primarily for formulating individual plans and enhancing one's teaching based on observations and shared reflections. This article reviews how reflective practice, which is self-initiated and focused, informs the understanding and improvement of teaching practices, demonstrates interaction with students, and guides teaching experiences. This article aims to explore reflective practices that were meaningful for engaging in in-class instructional teaching practices.Methods: A self-study methodology was used to examine the complicated relationship between teaching and learning and knowledge in action of teacher education pedagogy.Results and discussion: As teacher, we understand the importance of problem-solving, establishing connections between relationships, and motivating students to think about missing connections or reconsidering them. Implications: The benefit of the Teaching Triangle was enhancing interdisciplinary relationships, understanding professional teaching relationships, and learning from each other without boundaries.Conclusions: Three aspects of the interdisciplinary reflective practice that emerged were adopting philosophy and purpose-driven goals; facilitating teaching pedagogy and technology; and creating culturally safe and effective student learning environments.

scholarly journals Teaching as a creative and learning process.

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Julia Ann Nord ◽  
Anastasia Samaras ◽  
Rebecca Ericson ◽  
Vasiliki Ikonomidou ◽  
Ioulia Rytikova ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Subject Area ◽  
Critical Friends Groups ◽  
Critical Friends ◽  
Inquiry Group ◽  
Self Study ◽  
Group Members ◽  
Study Methodology ◽  
Conducting Research ◽  
And Mathematics

The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics.  At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.

Exploring Multiliteracies Pedagogies With Pre-Service Teachers

2019 ◽  
pp. 178-192
Author(s):  
Joanne A. Robertson
Keyword(s):  
Teacher Educator ◽  
Research Literature ◽  
Literacy Programs ◽  
Teacher Education Programs ◽  
Self Study ◽  
Canadian Perspective ◽  
Study Methodology ◽  
The Rich ◽  
New London

This chapter provides a review of the research literature related to contemporary views of literacy, including the concept of multiliteracies that originated with the New London Group in the 1990s. The chapter aims to facilitate understanding of a pedagogy of multiliteracies from a Canadian perspective, both in terms of the current research agenda and the implementation of multiliteracies in practice, with a specific focus on the role of teacher education programs. Using a self-study methodology, the author shares her experiences as a teacher educator in British Columbia and proposes a pedagogical framework for pre-service teachers that aims to deepen their understanding of multiliteracies through situated practice, overt instruction, critical framing, and transformed practice. The chapter includes a discussion of digital resources that may enhance educators' ability to design literacy programs that are responsive to the rich cultural and linguistic identities of their students.

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