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.    

Game Network Analysis

2016 ◽  
pp. 371-403 ◽  
Author(s):  
Aroutis N. Foster ◽  
Mamta Shah ◽  
Matthew Duvall
Keyword(s):  
Network Analysis ◽  
Case Studies ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Methodological Approach ◽  
Service Level ◽  
Teacher Competence ◽  
Development Programs ◽  
Game Based Learning ◽  
Game Analysis

Teachers report experiencing frustrating issues in using games for instructional purposes. Teachers' inability to use games is further compounded by the lack of teacher education or professional development programs that focus on developing teacher competence in adopting game-based learning, particularly at the pre-service level. Thus, in this chapter, the Game Network Analysis (GaNA) framework is presented as a methodological approach developed to aid teachers in teaching and learning with games in educational contexts. The application of GaNA is highlighted through case studies with pre-service and in-service teachers. The case studies illustrate how GaNA, through a focus on game analysis, game integration, and ecological conditions impacting game use, can empower teachers to adopt game-based learning in a systematic, but adaptive manner. The chapter concludes with a discussion of future directions for teacher educators and educational researchers who are interested in developing teachers' knowledge and skills in game-based learning.

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.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

2017 ◽  
Vol 36 (2) ◽  
pp. 232-243 ◽  
Author(s):  
Mats M. Hordvik ◽  
Ann MacPhail ◽  
Lars T. Ronglan
Keyword(s):  
Faculty Member ◽  
Teaching And Learning ◽  
Teacher Educator ◽  
Theory And Practice ◽  
Sport Education ◽  
Physical Education Teacher ◽  
Type Method ◽  
Physical Education Teacher Education ◽  
Experience Teaching ◽  
Self Study

Purpose:In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?Method:One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.Results:The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.Conclusion:Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

Commentary: Mathematics Teacher Educator: The Evolution of a New Journal

2012 ◽  
Vol 1 (1) ◽  
pp. 7-9
Author(s):  
J. Michael Shaughnessy
Keyword(s):  
Mathematics Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Professional Knowledge ◽  
Research Knowledge ◽  
Research And Practice ◽  
The Past ◽  
Mathematics Teacher Educator ◽  
Recent Conference

In the past decade, there has been a growing interest in the role that practitioners play as stakeholders in and coproducers of professional knowledge and of research knowledge in mathematics education (Kieran, Krainer, & Shaughnessy, in press). Although the wellspring of professional knowledge and craft wisdom of teachers has been sparsely tapped in previous decades, there are now signs from all over the world that teachers are playing an increasingly important role in research on the teaching and learning of mathematics (Bednarz, 2004; Fernandez & Yoshida, 2004; Herbel-Eisenmann & Cirillo, 2009; Huang & Bao, 2006; Jaworski et al., 2007; Makar & O'Brien, in press). A recent conference brought together practitioners, teacher educators, and researchers in mathematics education to develop a research agenda that will provide closer links between research and practice (NCTM, 2010).

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.

Adding the “Digital Layer”

2013 ◽  
pp. 345-357
Author(s):  
Troy Hicks
Keyword(s):  
Professional Development ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Summer Institute ◽  
Digital Writing ◽  
Subsequent Work ◽  
Pedagogical Content ◽  
Writing Project

Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate digital writing into teacher education and K-12 schools (NWP, et al., 2010), professional development models that support teachers’ “technological pedagogical content knowledge” (Mishra & Koehler, 2008) related to teaching digital writing are few. This case study documents the experience of one teacher who participated in an NWP summer institute with the author, himself a teacher educator and site director interested in technology and writing. Relying on evidence from her 2010 summer experience, subsequent work with the writing project, and an interview from the winter of 2013, the author argues that an integrative, immersive model of teaching and learning digital writing in the summer institute led to substantive changes in her classroom practice and work as a teacher leader. Implications for teacher educators, researchers, and educational policy are discussed.

Towards an understanding of translanguaging in EMI teacher education classrooms

2020 ◽  
pp. 136216882096412
Author(s):  
Rui Yuan ◽  
Min Yang
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
First Language ◽  
Teacher Educator ◽  
University Policy ◽  
Study Approach ◽  
Teaching Context ◽  
Students First

This study aims to explore a teacher educator’s perceptions and practice of translanguaging in his education classrooms as a teacher of English as a medium of instruction (EMI). Adopting a qualitative case study approach, the research revealed that the teacher educator used three translanguaging strategies (i.e. integrating academic discourse with everyday discourse, linking verbal and other semiotic resources, and using students’ first language) to create a ‘translanguaging space’ in his EMI classrooms for content teaching and learning. The findings also showed that the teacher educator’s translanguaging practice was both planned and generative, depending on his situated teaching context which presented him with various teaching opportunities and challenges (e.g. students’ resistance and university policy). The study highlights the importance of teacher educators’ reflective practice in their execution and improvement of translanguaging practice in EMI classroom settings.

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 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.

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