Supervising the Teacher Education Practicum: A Self-Study with a Critical Friend

2018 ◽  
Vol 14 (3) ◽  
pp. 331-342 ◽  
Author(s):  
Andrea K. Martin ◽  
Tom Russell
Author(s):  
K. Andrew R. Richards ◽  
James D. Ressler

Purpose: Scholars, including those in physical education, have investigated the socialization of higher education faculty members. Informed by self-study of teacher education practices and occupational socialization theory, we aimed to understand Kevin’s experiences during a transition from one institution to another with the help of his critical friend, Jim. Methodology/Methods: Data were collected through prolonged journaling and critical friend discussions. Resulting text files were analyzed thematically with a focus on identifying turning points. Findings: Themes developed through qualitative analysis included: (a) readjusting scholarly targets and embracing grantspersonship, (b) giving up control and facilitating research, and (c) balancing being a team player with self-advocacy. Discussion/Conclusions: Kevin’s transition was supported by recognizing shifting norms of his new faculty role and influence of self-study of teacher education practices for ongoing, career professional development. Prior and current socialization influences framed this development.


2021 ◽  
pp. 105708372110536
Author(s):  
Diana R. Dansereau ◽  
Andrew Goodrich ◽  
Karin S. Hendricks ◽  
Tawnya D. Smith ◽  
Kinh T. Vu

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.


2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Van Laren

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


2020 ◽  
Vol 7 (8) ◽  
Author(s):  
Charis-Olga Papadopoulou

<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>


Author(s):  
Luciana Maria de Jesus Baptista Gomes

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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