Self-Study of Teacher Education Practices as a Pedagogy for Teacher Educator Professional Development

2014 ◽  
pp. 137-152 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
Stefinee Pinnegar
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educator ◽  
Self Study

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

Intimate Scholarship in Research: An Example From Self-Study of Teaching and Teacher Education Practices Methodology

2014 ◽  
Vol 8 (1) ◽  
pp. 153-171 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
Stefinee Pinnegar
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Learning From Experience ◽  
Self Study

Using self-study of teaching and teacher education practices (S-STEP) research as an example, we explore intimate scholarship and the ways it captures particular lives and experiences within the educational world. To do that we define, explore, and consider how teachers and teacher educators can use this personal and vulnerable scholarship. We provide an example as evidence of ways that intimate scholarship in the form of S-STEP supports learning from experience. We assert that positioning researchers to examine what we know about teaching and being a teacher educator is profitable for the larger research conversation.

Old Dogs, New Tricks

2011 ◽  
pp. 247-268
Author(s):  
Nancy P. Gallavan
Keyword(s):  
Professional Development ◽  
Online Instruction ◽  
Teacher Educator ◽  
Assessment Model ◽  
Self Assessment ◽  
Instructional Efficacy ◽  
Face To Face ◽  
Multiple Contexts ◽  
Self Study ◽  
Critical Components

Gallavan’s Critical Components and Multiple Contexts of Self Assessment Model provides the structure for monitoring one’s instructional efficacy coupled with guidelines for monitoring growth and pursuing appropriate professional development. Through the action research methodology of self study, the author conducted an extensive self assessment of her self efficacy as a seasoned teacher educator (one of many old dogs) analyzing her change processes as she expanded her repertoire to include online instruction (the new tricks). Reporting her findings based on the author’s emerging MIND over Matter framework, the outcomes of this study provide useful implications for the author and all instructors engaged in both face-to-face and online instruction.

scholarly journals Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

2016 ◽  
Vol 12 (2) ◽  
pp. 152-169 ◽  
Author(s):  
Aurora Chang ◽  
Sabina Rak Neugebauer ◽  
Aimee Ellis ◽  
David Ensminger ◽  
Ann Marie Ryan ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Program Design ◽  
Teacher Education Program ◽  
Teacher Educator ◽  
Self Study

scholarly journals Schools as Artifacts: Critical Autoethnography and Teacher Renewal

2017 ◽  
Vol 51 (3) ◽  
pp. 1121-1142
Author(s):  
Brian Andrew Benoit
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Identity ◽  
Professional Growth ◽  
Qualitative Inquiry ◽  
Teacher Renewal ◽  
Memory Work ◽  
Self Study ◽  
Critical Autoethnography

This article examines how past memories can shape how we see the present and future in the context of teacher education and professional development. Using qualitative inquiry, drawing in particular on self-study and memory-work, I explore the ways in which critical autoethnography can serve as a tool for personal and professional growth in the context of teacher identity.

scholarly journals Self-Study Research: Chalenges and Opportunities in Teacher Education

2021 ◽  
Author(s):  
Kåre Hauge
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Research Approach ◽  
Learning And Development ◽  
Study Research ◽  
Self Study ◽  
Challenges And Opportunities ◽  
Methodological Aspects ◽  
Shed Light

This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. In the article, I argue that engaging in self-study is a learning and development process and an approach to developing personal professionalism, collective professionalism and improvements in practice.

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