2020 ◽  
Vol 7 ◽  
pp. 1-24
Leandro Blass ◽  
Valesca Brasil Irala

Neste trabalho, analisamos o design e a implementação de rubricas de avaliação (Brookhart, 2013; Howell,2014) na disciplina de graduação de Cálculo Numérico. A metodologia é qualitativa, a partir da perspectiva do self-study, pautada pela estratégia do critical friend (Cornejo, 2016; Sandretto, 2016; Schuck & Russell, 2016; Butler et al., 2011). Como resultado, apresentamos as quatro rubricas desenvolvidas e implementadas e suas implicações de natureza situada; depois, discutimos em que proporção se mostraram válidas para atender as demandas do professor, bem como vislumbramos novas reflexões em relação ao processo avaliativo, a fim de qualificá-lo. Como conclusão, validamos a reflexão fundamentada e a ação baseada em reflexão para conduzir (re)configurações no plano micro (a sala de aula), podendo repercutir, a médio e longo prazo, em alterações nos planos meso e macro.  Também, buscamos contribuir para o desenvolvimento de pesquisas que utilizem a estratégia do critical friends na  formação continuada no Ensino Superior.

Jenifer Schneider ◽  
Audra Parker

In this paper, we share the results of a self - study of our experience as university supervisors in a study abroad program for U.S. pre - service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre - service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.

2020 ◽  
Vol 16 (3) ◽  
pp. 286-305
Carin Appleget ◽  
Courtney Shimek ◽  
Joy Myers ◽  
Breanya C. Hogue

2019 ◽  
Vol 21 (4) ◽  
pp. 251-264
Kotoe Kishimoto ◽  
Eisuke Saito

Purpose The purpose of this paper is to investigate a dystopian situation with special reference to how a panoptic monitoring system emerges in schools. To satisfy this aim, there will be a close analysis of the city of Nago in Okinawa Prefecture, where there is a huge debate over the new US Marine base construction and how it greatly influences people’s lives. Design/methodology/approach This study will employ a self-study by the first author, who is a clinical psychologist under the board of education in the city. This self-study aims to examine the lived experiences of the author based on interactions with critical friends. Findings The government’s selection of the site for the new base created a schism in the community, and the introduction of compensations led to the establishment of a communal panoptic monitoring system. This communal panoptic monitoring largely influences the relationships between pupils, teachers and parents. Further, another panoptic monitoring system has developed inside the Nago schools due to the intensification of the assessment policies given by the ministry in Tokyo. Originality/value This investigation purports to analyse a dystopian situation with special reference to how a panoptic monitoring system, a key element of a dystopia, emerges in schools.

2021 ◽  
Vol 6 ◽  
Edward R. Howe ◽  
Georgann Cope Watson

The COVID-19 pandemic caused a dramatic pivot to online learning and has forced teachers to critically re-evaluate teaching strategies. Thus, the questions, framing this self-study were: 1) How will I be able to do the learning activities I normally do in the classroom online including individual work, group activities, debates, and whole class discussions? and 2) How will I be able to pivot my signature lessons to the alternate delivery model? This self-study of teaching and teacher education practices (S-STTEP) builds on previous research to transform traditional face-to-face lessons into effective online lessons using alternate modes of delivery. In this paper, Ted shares some of his signature lessons including ice-breakers, critical response questions, discussions, group activities, and jigsaws, utilizing Moodle, Big Blue Button, Padlet, Google Docs, and other online tools. With Georgann’s help as a critical friend, Ted critically analyzed his teaching of Master of Education graduate students through S-STTEP. In addition, he explored comparative ethnographic narrative (CEN) as another way of knowing within the S-STTEP space. Data included detailed weekly reflections. In addition, students provided written feedback at the end of each class, and at the end of term through a survey and course evaluation. Ted shared weekly electronic journal reflections and student feedback with Georgann, via email and teleconferences. Then, together Ted and Georgann made meaning from these field texts. The research text evolved from teacher-to-teacher conversations. Promising pedagogies for synchronous and face to face learning were identified with several signature lessons the focus. Georgann, as Ted’s critical friend helped confirm and verify the most significant results amongst the many interesting reflections made.

Courtney K. Baker ◽  
Laura E. Bitto ◽  
Theresa Wills ◽  
Terrie McLaughlin Galanti ◽  
Cassandra Cook Eatmon

Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.

2016 ◽  
Vol 8 ◽  
pp. 2
Julia Ann Nord ◽  
Anastasia Samaras ◽  
Rebecca Ericson ◽  
Vasiliki Ikonomidou ◽  
Ioulia Rytikova ◽  

The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics.  At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.

2021 ◽  
Vol 11 (3) ◽  
pp. 39
Elaine Sjögren ◽  
Anita Kärner Köhler

Tutors in problem-based learning (PBL) need to reflect on their role, to prevent stagnation. We aimed to explore the learning experiences of tutors gained by being and having a critical friend in a PBL group. Eight teachers, from several professional programs at the Faculty of Medicine of a Swedish university, participated in a cross-program activity involving the being and having a critical friend to improve their skills as PBL group tutors. They were individually interviewed, and the transcriptions were subjected to conventional qualitative content analysis. The results revealed that a critical friend from another discipline can be useful and that experiences from both roles, to be and to have a critical friend, is necessary for reflection and learning, and thus optimal results. We conclude that support from the organisation, knowledge sharing, and communication are required to enable a systematic use of critical friends to be implemented with credibility.

2016 ◽  
Vol 28 (3) ◽  
pp. 107-114 ◽  
Valerie A. Storey ◽  
Victor C. X. Wang

The Critical Friend is a powerful concept partly due to the inherent tension between a challenging critic and a trusting friend. Originally utilized in the PreK-12 sector in both England and the United States, the application of Critical Friends has expanded across a range of contexts. This article further adds to the Critical Friend literature base by operationalizing critical friendship protocol in a higher education context. Consistent and regular application of Critical Friend protocol can develop and challenge the cognitive ability of graduate students suggesting that the Critical Friend model may be a successful andragogical strategy for developing classroom trust essential for enhancing rich Socratic dialogue.

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