LGBTQ Themes in the Self-Study of Teacher Educators

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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Exploring the Cognitive Process Dimensions of Physical Action Knowledge through the Self-Study: On the Basis of the Categories, “Remember” and “Understand”Described in the Revision of Bloom’s Taxonomy of Educational Objectives

Korean Journal of Sport Studies ◽

10.23949/kjpe.2018.03.57.2.11 ◽

2018 ◽

Vol 57 (2) ◽

pp. 169-182

Author(s):

Young-Kuk Lee

Keyword(s):

Cognitive Process ◽

Bloom's Taxonomy ◽

The Self ◽

Educational Objectives ◽

Physical Action ◽

Bloom’S Taxonomy ◽

Self Study ◽

Action Knowledge

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A Focus on Student Learning: The Self-Study/School Improvement Process

International Journal of Educational Reform ◽

10.1177/105678799500400405 ◽

1995 ◽

Vol 4 (4) ◽

pp. 434-441

Author(s):

John S. Backes

Keyword(s):

School Improvement ◽

Student Learning ◽

The Self ◽

Self Study ◽

Improvement Process ◽

School Improvement Process

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

Pharmacy ◽

10.3390/pharmacy9030148 ◽

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.

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

Journal of Culture and Values in Education ◽

10.46303/jcve.03.01.2 ◽

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.

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