scholarly journals New Faculty Cross Borders Through Self-Study in Teacher Education: Global Horizons

2008 ◽  
Vol 18 (1) ◽  
Author(s):  
Candace Figg ◽  
Shelley Griffin ◽  
Chunlei Lu ◽  
Peter Vietgen
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Faculty Members ◽  
Professional Life ◽  
New Faculty ◽  
Global Era ◽  
Professional Experiences ◽  
Self Study ◽  
New Education ◽  
Share Information

This paper outlines findings from a self-study group’s investigation of personal and professional experiences between four new education faculty members. Bringing diverse teacher education experiences from three different countries, the group is situated in a Canadian university undergoing a transition toward becoming a comprehensive institution in the competing global era. Three identified themes emerged: professional value, survival, and maintaining balance. Findings revealed that self-study allows participants to share information, identify issues, appreciate personal and professional life, enjoy being teacher educators, understand teacher education, console and support each other to survive in the initial years, and maintain a balanced professional life.

Changing Universities on the Tenure Track: Integrating Into a New Workplace Culture

2021 ◽  
pp. 1-10
Author(s):  
K. Andrew R. Richards ◽  
James D. Ressler
Keyword(s):  
Teacher Education ◽  
Faculty Members ◽  
Occupational Socialization ◽  
New Faculty ◽  
Self Advocacy ◽  
Faculty Role ◽  
Socialization Theory ◽  
Self Study ◽  
Team Player ◽  
Critical Friend

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.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

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 The Importance of Change: Changes at a Teacher Education College in Israel - Declared and Perceived Aspect

2010 ◽  
Vol 5 (1) ◽  
Author(s):  
Miriam Mevorach ◽  
Hanna Ezer
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
College Teaching ◽  
Well Being ◽  
Faculty Members ◽  
Decision Makers ◽  
Narrative Interviews ◽  
Teaching Environment ◽  
Education College ◽  
Teaching Faculty

This study examines changes at a large teacher education college in Israel and considers how teacher educators perceive these changes. The research tools included protocols documenting formal meetings of college decision makers, questionnaires distributed among the college teaching faculty, analyzed quantitatively, and in-depth narrative interviews with twenty faculty members, analyzed for qualitative content. Results point to two aspects of change: the declared aspect of the college decision makers and the perceived aspect of the teacher educators who must implement decision makers' policy. Findings indicate that the two aspects do not entirely coincide, though they overlap on some parameters, especially those related to the teaching environment and to the well-being of teacher educators.

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

2009 ◽  
Vol 18 (2) ◽  
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.

scholarly journals Chapter 3: Education and Social Self-Creation between Solid and Liquid Modernity

2018 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
Jim Garrison
Keyword(s):  
Teacher Education ◽  
Social Construction ◽  
Teacher Educators ◽  
Professional Life ◽  
Social Self ◽  
Liquid Modernity ◽  
Time Space ◽  
The Social ◽  
The Mind ◽  
International Teacher

This essay intersects John Dewey’s pragmatism with Zygmunt Bauman’s sociological thinking. It explores the creative dimension of Dewey’s constructivism with an emphasis on social self-creation. Bauman’s notions of solid and liquid modernity – among other things his ideas about conditions of time/space and work – supplement Deweyan constructivism by specifying some characteristics of the contemporary social environment that contribute to the social construction of the mind and self. The paper situates the Cologne International Teacher Education Laboratory within the flux of liquid modernity before discussing what Dewey’s theory of inquiry may contribute toward teachers living a more enthusiastic, free, and more creative professional life. The paper concludes with a call for teachers and teacher educators to join with us in forming what Dewey would call a “public” of concerned, committed, and creative educators.

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.

Engaging Mathematically in Synchronous Platforms

2020 ◽  
pp. 119-140
Author(s):  
Eileen Fernández ◽  
Eliza Leszczyński
Keyword(s):  
Teacher Education ◽  
Online Teaching ◽  
Teacher Educators ◽  
Online Courses ◽  
Mathematics Teacher Education ◽  
Learning Management Systems ◽  
Online Interactions ◽  
Online Platforms ◽  
Education Community ◽  
Self Study

In a qualitative self-study, two teacher educators introduce the notion of engaging mathematically to study synchronous interactions in two of their online courses for K-8 teachers. By studying the interactions between themselves and their teachers, the teacher educators are able to describe novel opportunities, negotiations, struggles, and insights involved in engaging mathematically in online platforms. Their mathematical and pedagogical illustrations convey new possibilities for synchronous online interactions during mathematics lessons. These descriptions address a gap in the research on online teaching about how mathematics can be negotiated within these platforms, as well as concerns about the meaningfulness of interactions in online settings. Implications to teacher education practitioners and researchers, and developers of learning management systems suggest the importance of the teacher education community taking a lead role in ensuring that online teaching has a purposeful part to play in the field of mathematics teacher education.

scholarly journals Inquiring into the Assessment Education of Preservice Teachers: A Collaborative Self-Study of Teacher Educators

in education ◽  
2015 ◽  
Vol 21 (2) ◽  
pp. 110-126
Author(s):  
Elizabeth Ann Munroe ◽  
Jennifer Mitton-Kükner ◽  
Deborah Graham
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Protective Factors ◽  
Education Program ◽  
Teacher Educators ◽  
Classroom Assessment ◽  
Preservice Teacher Education ◽  
Course Content ◽  
Self Study ◽  
Bachelor Of Education

As professors teaching courses in classroom assessment in a Bachelor of Education program, we engage in collaborative self-study as a means to understand the complexity of our preservice teachers’ learning. Here we describe two of the strategies we use in our teaching: purposefully introducing competing philosophies early in our courses, and guiding our preservice teachers’ to inquire deeply into their assessment histories. We examine our preservice teachers’ differing responses, which range from misunderstanding or resisting to thinking deeply about the course content. We conclude by identifying three protective factors that support us as we work with preservice teachers in the area of assessment education.Keywords: assessment education; preservice teacher education; self-study

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