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.

Developing Teacher Leaders Through Self-Study

2018 ◽  
pp. 635-658
Author(s):  
Courtney K. Baker ◽  
Laura E. Bitto ◽  
Theresa Wills ◽  
Terrie McLaughlin Galanti ◽  
Cassandra Cook Eatmon
Keyword(s):  
Teacher Leaders ◽  
Teacher Educator ◽  
Field Experiences ◽  
Highly Qualified ◽  
Preparation Programs ◽  
Critical Friends ◽  
Mathematics Specialists ◽  
Certification Programs ◽  
Self Study ◽  
Qualified Teacher

Effective mathematics specialists require opportunities to apply knowledge from their advanced preparation programs to their practice. Just as pre-service teachers engage in field experiences to practice instructional strategies, in-service educators should engage in field experiences to apply leadership knowledge and skills while under the supervision of an experienced and highly-qualified teacher educator. This chapter describes the culminating self-study field experiences in a masters-level advanced certification program which prepares in-service teachers to be K-8 mathematics specialists. Through collaboration with critical friends, the mathematics specialist candidates connected research to practice in the design and implementation of a self-study project. Their work chronicled an important transformation from teachers to teacher leaders. The candidates also described their interest and their new capacity to conduct research beyond their certification programs for the purposes of impacting teacher and student learning within their organizations.

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.    

scholarly journals DESENHO AVALIATIVO POR RUBRICAS EM DISCIPLINA MULTICURSO: ANÁLISE DE UMA IMPLEMENTAÇÃO PILOTO

2020 ◽  
Vol 7 ◽  
pp. 1-24
Author(s):  
Leandro Blass ◽  
Valesca Brasil Irala
Keyword(s):  
Critical Friends ◽  
Self Study ◽  
Critical Friend

Neste trabalho, analisamos o design e a implementação de rubricas de avaliação (Brookhart, 2013; Howell,2014) na disciplina de graduação de Cálculo Numérico. A metodologia é qualitativa, a partir da perspectiva do self-study, pautada pela estratégia do critical friend (Cornejo, 2016; Sandretto, 2016; Schuck & Russell, 2016; Butler et al., 2011). Como resultado, apresentamos as quatro rubricas desenvolvidas e implementadas e suas implicações de natureza situada; depois, discutimos em que proporção se mostraram válidas para atender as demandas do professor, bem como vislumbramos novas reflexões em relação ao processo avaliativo, a fim de qualificá-lo. Como conclusão, validamos a reflexão fundamentada e a ação baseada em reflexão para conduzir (re)configurações no plano micro (a sala de aula), podendo repercutir, a médio e longo prazo, em alterações nos planos meso e macro.  Também, buscamos contribuir para o desenvolvimento de pesquisas que utilizem a estratégia do critical friends na  formação continuada no Ensino Superior.

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.

Integrating Study Abroad in Teacher Education

2016 ◽  
pp. 601-620 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative ‘Study Abroad' curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed with a view to meeting the needs of prospective study abroad student teachers of English, and to address possible challenges that may result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios, and provides experiential hands-on practice. The curriculum comprises ten modules, each focused on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens, and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Integrating Study Abroad Curriculum in Teacher Education

2016 ◽  
pp. 177-197 ◽  
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Learning Needs ◽  
Global Citizens ◽  
Hands On ◽  
Study Abroad Program

This chapter describes the design of an innovative study abroad curriculum to be integrated into teacher education departments. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. The curriculum is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that might result from their participation in such programs. The most innovative aspect of the curriculum is that it incorporates problem scenarios and provides experiential hands-on practice. The curriculum comprises ten modules, each focusing on a different topic. It is expected that the curriculum will enhance teacher educators' awareness of the contribution(s) study abroad makes to create global citizens and increase teacher educators' knowledge about the learning needs of prospective study abroad student teachers.

Development of an Enhanced Study Abroad Curriculum in Teacher Education

2020 ◽  
pp. 198-224
Author(s):  
Yasemin Kırkgöz
Keyword(s):  
Teacher Education ◽  
Study Abroad ◽  
Prospective Study ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Learning Needs ◽  
Global Citizens ◽  
Study Abroad Program

This chapter describes the design of an enhanced innovative study abroad curriculum to be integrated into teacher education programs. The curriculum is based upon the results of in-depth interviews administered to teacher candidates and/or practicing teachers of English following their return from a study abroad program. It is designed to meet the needs of prospective study abroad student teachers of English and to address possible challenges that may result from their participation in such programs. The enhanced curriculum is comprised of 10 modules, each focusing on a different topic. Integrated into the enhanced curriculum are tasks and problem scenarios reflecting on the real experiences of the returned study abroad sojourners. It is expected that the curriculum will increase teacher educators' knowledge about the learning needs of prospective study abroad participants and enhance their awareness of the contribution(s) study abroad makes to create global citizens.

Managing Study Abroad During a Global Pandemic

2022 ◽  
pp. 409-433
Author(s):  
Victoria Russell
Keyword(s):  
Instructional Design ◽  
Service Learning ◽  
Study Abroad ◽  
Field Experiences ◽  
Communicative Language Teaching ◽  
Online Course ◽  
Design Development ◽  
Global Pandemic ◽  
Study Abroad Program ◽  
The U.S

Described in this chapter is an innovative online course that was created to support Spanish language students whose study abroad program was cancelled during the summer of 2020 due to the pandemic. While many students were able to enroll quickly in summer online language course offerings at their home campus to substitute for their study abroad coursework, students who were scheduled to complete field experiences in Spain as part of their certificate in Spanish for Professionals were unable to do so. In response to this problem, the author created an online professional practicum course to substitute for students' service-learning course in Spain. The design, development, and delivery of the online course, which featured a virtual language exchange between students in the U.S. and Spain, is the focus of the present chapter. Also described in this chapter is the conceptual framework that underpins sound instructional design for online communicative language teaching.

The (im)possibilities of praxis in online health and physical education teacher education

2021 ◽  
pp. 1356336X2110164
Author(s):  
Carla Luguetti ◽  
Eimear Enright ◽  
Jack Hynes ◽  
Jeffrey Anthony Bishara
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Lead Author ◽  
Physical Education Teacher ◽  
Health And Physical Education ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Critical Friend

Over the past three decades, a body of research has highlighted the benefits and challenges of what might collectively be referred to as critical pedagogical approaches to Health and Physical Education Teacher Education (HPETE). This research shows that praxis facilitated through critical pedagogies can challenge dominant accountability regimes in HPETE, by animating the discourse of democracy and interrogating and denaturalizing the conditions of oppression. The aim of this study was to explore the (im)possibilities of praxis when the lead author attempted to transition to online teaching. Theoretically, we are guided by the work of bell hooks, and specifically her ‘engaged pedagogy’. Participatory action research framed this study. Participants included the lead author (a teacher educator), a critical friend, and two additional teacher educators. Data collected included: (a) lead researcher observations; (b) collaborative group meetings between the lead author and the two other teacher educators; (c) meetings between the lead author and the critical friend; (d) teacher educator focus group; and (e) artefacts. Findings are discussed under two themes. First, building relationships as a foundation to cultivating a learning community; this theme relates to the challenges and facilitators to getting to know our ‘faceless students’ and building an interactive relationship with them in an online environment. The second theme constructed from the data was commitment to a process of self-actualization that promotes teachers’ and students’ wellbeing; under this theme we describe and interrogate how mutual participation, vulnerability and risk taking were cultivated in challenging university and pedagogical contexts.

Sign in / Sign up

Export Citation Format

Share Document