Self-Study in a Community of Learning Researchers: What Can We Do to Help Teachers/teacher Educators Benefit from Our Research?

2007 ◽  
Vol 6 (4) ◽  
pp. 411-423 ◽  
Author(s):  
Mieke Lunenberg ◽  
John Loughran ◽  
Kim Schildkamp ◽  
Jos Beishuizen ◽  
Jacobiene Meirink ◽  
...  
Keyword(s):  
Teacher Educators ◽  
Community Of Learning ◽  
Self Study

scholarly journals Critical Self-Reflection as Disruption: A Black Feminist Self-Study

2020 ◽  
Vol 3 (1) ◽  
pp. 21-38
Author(s):  
Benikia Kressler
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Teacher Educator ◽  
Junior Faculty ◽  
Junior Faculty Member ◽  
Self Reflection ◽  
White Middle Class ◽  
Self Study ◽  
Educators Of Color

As the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.    

scholarly journals Reflective self-study for an integrated learning approach to early childhood mathematics teacher education

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Makie Kortjass
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Learning Approach ◽  
Early Childhood Mathematics ◽  
Study Research ◽  
Self Study

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

scholarly journals Teacher educators reflecting on case-based teaching – a collective self-study

2020 ◽  
pp. 1-15 ◽  
Author(s):  
Marit Ulvik ◽  
Helene Marie Kjærgård Eide ◽  
Liv Eide ◽  
Ingrid Helleve ◽  
Vigdis Stokker Jensen ◽  
...  
Keyword(s):  
Teacher Educators ◽  
Self Study ◽  
Collective Self ◽  
Case Based

Prospective Teachers’ Problem Solving in Online Peer-Led Dialogues

2008 ◽  
Vol 45 (2) ◽  
pp. 398-442 ◽  
Author(s):  
Suzanne E. Wade ◽  
Janice R. Fauske ◽  
Audrey Thompson
Keyword(s):  
English Language Learners ◽  
Problem Solving ◽  
Multicultural Education ◽  
Prospective Teachers ◽  
English Language ◽  
Teacher Educators ◽  
Community Action ◽  
Secondary Teacher ◽  
Self Study ◽  
Action Projects

In this self-study of a secondary teacher education course, the authors investigated whether there was evidence of critically reflective problem solving on the part of prospective teachers who participated in a peer-led online discussion of a teaching case about English-language learners. They also examined what approaches to multicultural education the peer-led dialogues suggested. Using the tools of discourse analysis to analyze the dialogue, they found some evidence of reflective problem solving. However, few students engaged in critical reflection, which entails examining the sociopolitical consequences of solutions and promoting social change through community action projects. Furthermore, many responses reflected deficit theories, stereotypical thinking, and technical-rational problem solving. Interwoven with the analysis of the students’ discussion is a self-study dialogue reflecting on the instructor’s curriculum and pedagogy. The self-study addresses what the authors have learned about how teacher educators foster critically reflective problem solving regarding issues of language, culture, and race.

scholarly journals Where’s the Science? Exploring a New Science Teacher Educator’s Theoretical and Practical Understandings of Scientific Inquiry

2019 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Kerri Donohue ◽  
Gayle A. Buck ◽  
Valarie Akerson
Keyword(s):  
Science Teacher ◽  
Doctoral Students ◽  
Scientific Inquiry ◽  
Teacher Educators ◽  
Science Classroom ◽  
Teacher Preparation Program ◽  
Science Content ◽  
New Science ◽  
Epistemology Of Science ◽  
Self Study

The purpose for this self-study was to explore the theoretical and practical understandings of scientific inquiry inherent in our elementary teacher preparation program, specifically those of new instructors. Although scientific inquiry and inquiry-based learning are emphasized in our program, several new instructors, doctoral students hired to teach undergraduate courses, expressed some discomfort with the lesser amount of traditional science content that could be found in the course syllabi. To support their development and our own understandings of how to guide them as they begin teaching in higher education, it was important that we understood the transition in regard to teaching scientific inquiry and using inquiry-based pedagogy. Thus, we conducted this collaborative self-study on how a new instructor, experiencing such discomfort, was experiencing a transition in which her epistemology of science was being challenged. The implications of the findings, which derived from critical friend meetings, journal entries, and student artifacts from the scientific inquiry course she taught, serve to inform the field of science education in terms of new science teacher educators moving from a traditional teacher-centered science classroom into a student-centered classroom.

scholarly journals Exploring Methodological Inventiveness Through Collective Artful Self-Study Research

2016 ◽  
Vol 9 (2) ◽  
pp. 443-460 ◽  
Author(s):  
Kathleen Pithouse-Morgan ◽  
Lesley Coia ◽  
Monica Taylor ◽  
Anastasia P. Samaras
Keyword(s):  
United States ◽  
South Africa ◽  
Teacher Educators ◽  
The United States ◽  
Oral Performance ◽  
Research Practices ◽  
Study Research ◽  
Self Study ◽  
Educational Inquiry ◽  
Dialogic Process

We are teacher educators working in South Africa and the United States. Collectively we explored and extended our understanding of methodological inventiveness in self- study research through an artful process we have named "virtual polyvocal research jamming." We make explicit our extemporary, dialogic process, showing how we imagined and played with artful research practices: rich pictures, poetry, oral performance, and dance. Through collective analysis of our process and products, we share our learning about methodological inventiveness, highlighting how nding imaginative ways to express and make sense of insights can deepen and extend shared re ection, analysis, and communication in educational inquiry.

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