Employing Self-Study Research Across the Curriculum

2022 ◽  
pp. 155-181
Author(s):  
Jane McIntosh Cooper ◽  
Gayle A. Curtis
Keyword(s):  
Teacher Education ◽  
Qualitative Methods ◽  
Research Design ◽  
Research Methodology ◽  
Real Life ◽  
Education Practice ◽  
Study Research ◽  
Methodological Choices ◽  
Self Study ◽  
Professional Transformation

Self-study is a research methodology focused on improvement of teacher education practice and exploring personal, practical, and professional transformation by the practitioner. Utilizing many qualitative methods, this interactive and often collaborative form of inquiry is well suited to study curriculum, considered broadly, as both the written and enacted, and all impacts of this curriculum. This chapter discusses the use of self-study in teachers' inquiries into curriculum. It presents the background and theoretical underpinnings of self-study research showing how this research genre emerged out of teacher practice and is rooted in the notion of teacher as curriculum maker. Guidance for forming research design is outlined, as well as various questions and topics for which self-study of curricula is well suited. Specific examples are expanded to include rationales for methodological choices and demonstrate how this research has been carried out in real-life practical situations.

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 A narrativa como opção metodológica de pesquisa e formação de professores

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Maria Goreti Da Silva Sousa ◽  
Carmen Lúcia De Oliveira Cabral
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Research Methodology ◽  
Teaching Practice ◽  
Narrative Research ◽  
Teaching Profession ◽  
Methodological Choices ◽  
Training Teacher ◽  
Professional Development Of Teachers

ResumoO presente artigo é fruto das discussões gestadas na disciplina Pesquisa Narrativa em Educação do Doutorado em Educação do PPGED-UFPI, o principal objetivo é refletir sobre as contribuições da narrativa no contexto da pesquisa e da formação de professores. A narrativa de formação tem se constituído no cenário educacional como uma das opções metodológicas dentre os diversos métodos que já apresentam campo estabelecido. É, por sua natureza, carregada de significados e características próprias, permitindo-nos entender como seus componentes desencadeiam e proporcionam aos sujeitos a problematização, a revelação, a compreensão e o processo de reflexão sobre a prática docente através de diferentes técnicas e instrumentos. A construção de narrativas, sua leitura, análise, discussão, em contextos de formação inicial e contínua, consubstanciam-se em potencialidades no desenvolvimento pessoal e profissional dos professores, contribuindo para o processo de profissionalização docente.Palavras-chave: Narrativa de formação; Formação de professores; Profissão docente. A narrative as option and research methodology teacher education AbstractThis article is the result of discussions conducted in the class of Narrative Research in the Doctorate inEducation PPGED - UFPI Education, the main objective is to reflect on the potential of narrative in the context of research and teacher education. The narrative of training has been constituted in the educational scene as one of the methodological choices among the various methods that have already established field. It is, by its nature, full of meanings and characteristics, allowing us to understand how its components trigger and provide the subjects the questioning, revelation, understanding and reflection on the teaching practice through different techniques and tools. The construction of narratives, its reading, analysis, discussion, in the contexts of initial and continuing training, embodies the potential in personal and professional development of teachers, contributing to the teaching professionalization.Keywords: Narrative training; Teacher education; Teaching profession.

scholarly journals The Challenges of Models-Based Practice in Physical Education Teacher Education: A Collaborative Self-Study

2014 ◽  
Vol 33 (3) ◽  
pp. 403-421 ◽  
Author(s):  
Tim Fletcher ◽  
Ashley Casey
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
Education Practice ◽  
Physical Education Teacher Education ◽  
School Teaching ◽  
Self Study ◽  
The University ◽  
University Setting

There are two purposes of this study. The first is to examine our experiences as beginning teacher educators who taught using models-based practice (using the example of Cooperative Learning). The second is to consider the benefits of using collaborative self-study to foster deep understandings of teacher education practice. The findings highlight the challenges in adapting school teaching practices to the university setting, and the different types of knowledge required to teach about the “hows” and “whys” of a models-based approach. We conclude by acknowledging the benefits of systematic study of practice in helping to unpack the complexities and challenges of teaching about teaching. Our collaborative self-study enabled us to develop insights into the intertwined nature of self and practice, and the personal and professional value of our research leads us to encourage teacher educators to examine and share their challenges and understandings of teaching practice.

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