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 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.    

Becoming Clinically Grounded Teacher Educators: Inquiry Communities in Clinical Teacher Preparation

2020 ◽  
pp. 002248712091586 ◽  
Author(s):  
Rachel Wolkenhauer ◽  
Angela Hooser
Keyword(s):  
Clinical Practice ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Clinical Teacher ◽  
Practitioner Inquiry ◽  
Naturalistic Inquiry ◽  
Community Approach ◽  
Hermeneutic Approach

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors used a hermeneutic approach to naturalistic inquiry to study their use of an inquiry community framework in a teacher preparation clinical setting. The authors found that within an arc of practitioner inquiry, explicitly teaching guided reflection and professional dialoguing skills within an inquiry community were key teacher educator practices. They found that an inquiry community approach holds promise as a structure and space for teacher educators to advance teacher preparation toward clinical practice.

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

Teacher Educators and the Self-Study of Teaching Practices

2009 ◽  
pp. 205-217 ◽  
Author(s):  
Mary Lynn Hamilton ◽  
John Loughran ◽  
Maria Inês Marcondes
Keyword(s):  
Teaching Practices ◽  
Teacher Educators ◽  
The Self ◽  
Self Study

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 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 Teaching for Diversity in Teacher Education: Transformative Frameworks

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Karen O Ragoonaden ◽  
Awneet Sivia ◽  
Victorina Baxan
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Reflective Inquiry ◽  
Underrepresented Populations ◽  
Research And Teaching ◽  
Self Study ◽  
Urban Contexts ◽  
Évaluation Des Pratiques

This paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through the lens of Egbo’s (2009) seminal text, Teaching for Diversity in Canadian Schools. These critical reflections provide the basis to contextualize praxis-oriented teacher education practices in rural and in urban contexts. Specifically, the discussions focus on how diversity pedagogy informed curriculum development and promoted trans-disciplinary educational praxis. These transformative frameworks provided the teacher educators with the necessary knowledge base and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers. Cet article examine les pratiques et le développement professionnel des professeurs formateurs d’enseignants qui sont engagés en pédagogie diversifiée dans les programmes canadiens de formation des enseignants. À l’aide d’un examen de réflexion combiné à une auto-évaluation des pratiques d’enseignement et des pratiques de formation des enseignants, trois éducateurs discutent la complexité de leur recherche et de leurs expériences d’enseignement à travers le prisme du texte de référence d’Egbo (2009), Teaching for Diversity in Canadian Schools. Ces réflexions critiques présentent une base pour mettre en contexte les pratiques de formation d’enseignants orientés vers la pratique dans des contextes ruraux et urbains. Plus particulièrement, les discussions se concentrent sur la manière dont la pédagogie diversifiée a informé le développement des programmes d’études et favorisé la pratique éducative transdisciplinaire. Ces cadres transformatifs ont donné aux professeurs formateurs d’enseignants la base de connaissances et la mobilisation des connaissances pour introduire la marginalisation, l’oppression et l’aliénation des populations sous-représentées aux enseignants en formation ainsi qu’à ceux qui ont déjà pris du service.

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