Self-Study of the Craft of Faculty Team Teaching in a Non-Traditional Teacher Education Program

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.

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Continuous Collaborative Self-Study in a Multicultural Teacher Education Program

Springer International Handbooks of Education - 2nd International Handbook of Self-Study of Teaching and Teacher Education ◽

10.1007/978-981-13-1710-1_50-1 ◽

2020 ◽

pp. 1-25

Author(s):

Bobbie Turniansky ◽

Dina Friling ◽

Smadar Tuval

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Multicultural Teacher Education ◽

Self Study ◽

Multicultural Teacher

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Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program

Journal of Early Childhood Teacher Education ◽

10.1080/10901027.2019.1632993 ◽

2019 ◽

Vol 41 (2) ◽

pp. 162-182

Author(s):

Sophia Han ◽

Jolyn Blank ◽

Ilene R. Berson

Keyword(s):

Teacher Education ◽

Early Childhood ◽

Education Reform ◽

Reflective Practice ◽

Education Program ◽

Teacher Education Program ◽

Early Childhood Teacher ◽

Early Childhood Teacher Education ◽

Teacher Education Reform ◽

Self Study

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Through Rubrics and Scaffolded Instruction: A Programmatic Self-Study of Writing Expectations

Brock Education Journal ◽

10.26522/brocked.v18i2.90 ◽

2009 ◽

Vol 18 (2) ◽

Author(s):

Cynthia Lassonde ◽

Alison Black ◽

Jane Miller ◽

Hanfu Mi

Keyword(s):

Teacher Education ◽

Creative Writing ◽

Education Program ◽

Teacher Candidates ◽

Teacher Education Program ◽

Reflective Process ◽

Scaffolded Instruction ◽

Self Study

Colleagues in a teacher education program describe their journey of programmatic self-study as they examine how they teach and assess teacher candidates’ writing in a series of three required and sequenced undergraduate literacy courses. They lead the reader through the questions they asked themselves about their instruction and their reflective process with a goal of improving teacher candidates’ technical, reflective, and creative writing. Readers are encouraged to reflect on their expectations for teacher candidates’ writing in light of instruction and assessment. Implications for teacher education are explored.

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

Brock Education Journal ◽

10.26522/brocked.v18i2.94 ◽

2009 ◽

Vol 18 (2) ◽

Cited By ~ 1

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.

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