scholarly journals Storytelling as Self-Study: Exploring the Bildungsroman of Teacher Educators

2018 ◽  
Vol 11 (2) ◽  
pp. 345-353
Author(s):  
The Self-Study Group
Keyword(s):  
Lived Experiences ◽  
Teacher Educators ◽  
Life Story ◽  
Teacher Educator ◽  
Literary Genre ◽  
Narrative Self ◽  
Individual Teacher ◽  
Self Study ◽  
Group A ◽  
Self Formation

This article presents the reflections of The Self-Study Group, a community of teacher educators and scholars. In this article, we utilize the theoretical framework of Bildung and the literary genre of Bildungsroman to explore the work of being a teacher educator. Drawing upon the results of a narrative self-study, we explore how, for individual teacher educators, the significance of teacher education stems from one’s life story, including lived experiences from being a child, being a student, and being a teacher. We argue that the acts of authoring and telling of stories have the potential to illuminate the interconnected nature of the personal and the professional dimensions of teacher educator self-formation.

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.    

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.

Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally

2011 ◽  
Vol 27 (5) ◽  
pp. 880-890 ◽  
Author(s):  
Tiffany Gallagher ◽  
Shelley Griffin ◽  
Darlene Ciuffetelli Parker ◽  
Julian Kitchen ◽  
Candace Figg
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Self Study

scholarly journals A Narrative Self-Study of Advocacy by an Educational Practitioner with Multiple Roles

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mary Rice
Keyword(s):  
Practical Knowledge ◽  
Classroom Teacher ◽  
Teacher Educator ◽  
New Teacher ◽  
Multiple Roles ◽  
University Campus ◽  
Narrative Self ◽  
Self Study ◽  
Teacher Mentor ◽  
Knowledge In Practice

This self-study follows my work on three professional knowledge landscapes (Clandinin & Connelly, 1996). It was an effort at revealing both my knowledge-in-practice and knowledge-of-practice (Cochran-Smith & Lytle, 2004) in order to uncover understandings about my own use advocacy as a classroom teacher, a new teacher mentor, and a teacher educator on a university campus. Through the course of the study, my attention turned toward my own use of advocacy as a classroom teacher, a new teacher mentor, and a teacher educator on a university campus—the places where tensions occurred. Advocacy experiences in all three of these roles tended to be dependent on maintaining a delicate balance of positioning between myself, the student, the new teacher, or mentee, and another school official. I was also able to see the ways my personal practical knowledge was lived in and out in the various situations.

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.

The roller coaster ride: Our music teacher educator identity development

2018 ◽  
Vol 41 (2) ◽  
pp. 154-170 ◽  
Author(s):  
Julie Derges Kastner ◽  
Jill Reese ◽  
Kristen Pellegrino ◽  
Heather A. Russell
Keyword(s):  
Identity Development ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teacher Educator ◽  
Early Career ◽  
Music Teacher ◽  
Roller Coaster ◽  
Linear Representations ◽  
Self Study ◽  
K 12

In transitioning from the K–12 classroom to higher education, teacher educators often experience tensions and challenges, which may be due to a misalignment between their situational and substantial selves. While many researchers have explored identity transitions of teacher educators, more research is needed to understand this experience with music teacher educators. Using self-study, we explored our identities as four music teacher educators, plus one additional participant, in transitioning from being music teachers to early-career music teacher educators. Data included interviews and personal journals, and we developed restoried narratives, non-linear representations, and cartoons during data analysis. These revealed three themes: misalignment, adaptation and acceptance, and roller coaster of growth. Misalignment describes the disconnect we experienced between our substantial and situational selves as a result of three factors: balance, autonomy, and identity. Adaptation and acceptance describes the strategies we developed to respond to the factors leading to our misalignment and accept our developing identities as music teacher educators. Roller coaster of growth describes the indirect nature of the process we experienced as we shifted between misalignment and acceptance. Based on these findings, we suggest further research in the identities of teacher educators throughout their careers and recommend strategies for professional development and support.

scholarly journals It Is All Part of the Process: Becoming Pedagogical Through Artful Inquiry

2016 ◽  
Vol 9 (2) ◽  
pp. 317-337
Author(s):  
Eun-Ji Amy Kim
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Collaborative Teaching ◽  
Teaching Science ◽  
Science Methods ◽  
Research And Teaching ◽  
Self Study ◽  
Teaching Team

The experiences and challenges that teacher-educators go through tend to be private and go unnoticed (Berry & Loughran, 2005). Through self-study, teacher-educators can re ect on their practices and learn from each other’s practices. As a novice teacher- educator who was teaching an inquiry-based teaching science methods class with a collaborative teaching team, I explore my experience of being a teacher-educator through arts-based self-study. In this paper, I discuss how the process of artful inquiry informed my own research and teaching practices. Based on the idea of a/r/tography, I link my artistic, research, and teaching practices together to explore what it means to be becoming pedagogical (Gouzouasis, Irwin, Miles, & Gordon, 2013).

scholarly journals A narrative self-study : how do I demonstrate my multi-cultural origins in my art of fashion?

2014 ◽  
Author(s):  
◽  
Thandiwe Elsie Madubela
Keyword(s):  
South African ◽  
Lived Experiences ◽  
Visual Analysis ◽  
Digital Camera ◽  
Fashion Design ◽  
Narrative Self ◽  
Self Study ◽  
Cultural Origins ◽  
Born Again ◽  
Mix And Match

My study is a qualitative research self-study. The aim of the study is to demonstrate how my multi-cultural origins have created in me my unique South African-ness and how this uniqueness has manifested in my art of fashion design. As a critically reflective practitioner-researcher trying to improve my professional practice, I have used multiple methodologies to answer the question in the title of my introspective study, “A Narrative Self-Study: How do I demonstrate my multi-cultural origins in my art of fashion?” I have used critical reflection, action research, narrative enquiry, and auto-ethnography to account for how my discovery of my amaXhosa and amaMpondo roots has interacted with my Bosotho-ness, and my Born-again Christian awareness. I have thus transformed my understanding of myself, my values, my beliefs about myself and the world around me. I collected the data in a number of different ways: I reflected on the lived experiences of my childhood; I observed and participated in cultural rituals, and reflected on these lived experiences; I used unstructured interviews to talk to many people who provided information which I recorded using a digital camera and took notes. These experiences and reflections enabled me to develop a Mix-and-Match Fusion Fashion design range of outfits. My Mix-and-Match Fusion Fashion design range incorporates a number of elements which identify with all of my cultural origins. I believe that my Mix-and-Match Fusion Fashion range demonstrates my South African-ness in my art of fashion design. It represents and expresses, symbolizes and celebrates the transition of my beliefs and understanding of my journey of self-discovery involving my five personas. I have used visual methodologies to analyse my designs and employed visual analysis to discuss my findings. I believe that Africans are increasingly proudly wearing and accepting their traditional attire as high fashion. I believe that the design of my Mix-and-Match Fusion Fashion range is suitable for the Southern African market, and demonstrates that I have effectively used my multi-cultural origins to improve my art of fashion.

scholarly journals Conversations in a Pub: Positioning the Critical Friend as “Peer Relief” in the Supervision of a Teacher Educator Study Abroad Experience

2015 ◽  
Author(s):  
Jenifer Schneider ◽  
Audra Parker
Keyword(s):  
Study Abroad ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Field Experiences ◽  
University Supervisors ◽  
Critical Friends ◽  
Self Study ◽  
Professional Renewal ◽  
Study Abroad Program ◽  
Critical Friend

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.

Missing a S-STEP? How self-study of teacher education practice can support the language teacher education knowledge base

2018 ◽  
Vol 24 (1) ◽  
pp. 105-115 ◽  
Author(s):  
Megan Madigan Peercy ◽  
Judy Sharkey
Keyword(s):  
Teacher Education ◽  
Knowledge Base ◽  
Teacher Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Practice ◽  
Self Study

Inspired by the recognition of teachers and teacher learning in the knowledge base and the calls for greater attention to the pedagogies and development of teacher educators, in this brief essay we posit that a deeper understanding of the teacher educator as scholar, as practitioner, as researcher, is critical to the LTE knowledge base.

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