Challenges in Engaging in Self-Study Within Teacher Education Contexts

2019 ◽  
pp. 1-27
Author(s):  
Jason K. Ritter ◽  
Mike Hayler
Keyword(s):  
Teacher Education ◽  
Self Study

A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education

2020 ◽  
Vol 16 (2) ◽  
pp. 164-182
Author(s):  
Jamilee Baroud ◽  
Pooja Dharamshi
Keyword(s):  
Teacher Education ◽  
Self Study ◽  
Digital Pedagogies

Reaching to Transgress: A Critical Self-study of a Teacher Education Program

2021 ◽  
pp. 105708372110536
Author(s):  
Diana R. Dansereau ◽  
Andrew Goodrich ◽  
Karin S. Hendricks ◽  
Tawnya D. Smith ◽  
Kinh T. Vu
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Spiritual Growth ◽  
Assembly Line ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Bell Hooks ◽  
Self Study ◽  
The Mind

Teaching to transgress, according to bell hooks, entails educators moving beyond an assembly-line approach to embrace integration of the mind, body, and spirit, and engaging in ways that honor the uniqueness of all students. The purpose of this study was to evaluate our music teacher education program in order to critically analyze how our practices may or may not transgress. In keeping with principles of S-STEP (Self-Study of Teacher Education Practices), we share the provocation for the study and its multiple overlapping stages. We present themes from the S-STEP process resulting from the data, and then reconsider those data using scholarly literature. Findings include the intellectual and spiritual growth of students and educators, and the challenges inherent in teaching to transgress within an online environment.

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 EUROPEAN INSPIRATIONS FOR POST-GRADUATE TEACHER EDUCATION FOR INCLUSION IN GREECE

2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Graduate Education ◽  
Inclusive Education ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Language Teacher Education ◽  
Post Graduate ◽  
Self Study ◽  
Graduate Teacher Education

<p>The present paper explores the extent to and the ways in which European mandates for teacher education for inclusion can inspire post-graduate teacher education for inclusion in the context of Greek higher education. With means of a longitudinal self-study on such a course for language teachers the empowering effects of teacher education for inclusion are identified, barriers to it are looked into and suggestions for improvement, as exemplified by the Greek context, are made. The present research aims to contribute to our thinking on inclusive education in that the Profile of Inclusive Teachers, so far related mainly to initial teacher education, is related to post-graduate education and language teacher education, so far minimally explored in self-studies, is explored.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0628/a.php" alt="Hit counter" /></p>

scholarly journals “Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education”, de Dawn Garbett

2012 ◽  
Author(s):  
Luciana Maria de Jesus Baptista Gomes
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teacher Education ◽  
Peer Teaching ◽  
Pedagogical Practices ◽  
Self Study

A resenha crítica descrita é sobre o trabalho "Developing Pedagogical Practices to Enhance Confidence and Competence in Science Teacher Education" da professora Dawn Garbett, no qual são contempladas duas vertentes contemporâneas, que convidam o professor a refletir sobre sua praxis. A primeira, o autoestudo (Self-study), em que o professor é convidado a uma permanente reflexão sobre sua prática pedagógica de maneira mais concisa – com ordenação e planejamento, o que quer dizer com registro em Diário de Campo das inferências pontuais e subjetivas do seu cotidiano. A segunda vertente é o ensino aos pares (Peer teaching), no qual grupos pequenos e até mesmo duplas de colegas são estimulados à reflexão sobre as aulas, conteúdos, práticas pedagógicas e relação com os seus contextos. É o reconhecimento de que o ensino-aprendizagem, quando realizado e avaliado como um processo conjunto, tem mais chances de, acertadamente, cumprir seus objetivos. As extensões dos temas trabalhados para outras práticas abre possibilidades para se pensar a formação de profesores -e as ações educativas- indo além dos muros escolares.

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