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《Studying Teacher Education》2013,9(2):95-104
While supervising a student teacher in school, an incident occurred that highlighted a contradiction between my practice and my beliefs and prompted me to question why I do not always live the values I profess. The aim of this article is to investigate how self-study can help me to understand the complex and context-based situations of my practice. I draw on the work of other teacher educators to examine the potential of self-study to improve my practice. Through this exploration I have begun to transform the way that I comprehend teaching and learning in teacher education. I identify several tensions and challenges in implementing the methodology within my professional context. I believe that self-study can help us in our roles as teacher educators to develop more reflexive self-awareness and to problematize taken-for-granted assumptions relevant to our contexts of practice. 相似文献
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《Studying Teacher Education》2013,9(1):103-114
To what extent and in what ways should a teacher educator contribute to a type of teaching development that has long functioned successfully without much involvement of teacher educators? This self-study concerns my learning about my role as teacher educator in a learning study, a Hong Kong adaptation of a teacher-driven Japanese educational and cultural practice, Jugyou Kenkyu, credited with high quality learning outcomes for both teachers and students. My first learning study case forms the retrospective backdrop to the self-study. By describing and evaluating my personal experience of interactions such as recorded meetings and teachers' reflections, I attempt to discern a function for myself within the group. The self-study helped uncover some misguided assumptions and responses in coping with the new context and also provided some preliminary understandings of possible teacher educator responsibilities in this type of initiative. 相似文献
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Sophia Han 《Teaching Education》2016,27(4):410-426
This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research. 相似文献
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Megan Madigan Peercy 《Studying Teacher Education》2014,10(2):146-162
In this study, I explore my practices as a teacher educator in one course both before and after returning to the K–12 classroom to teach secondary language learners for one academic year. By examining the intersection of self-study and practice-based teacher education, I illustrate how I used self-study as a mechanism for innovation and change and focus on the challenges I encountered in implementing the use of practice-based education in my work as a teacher educator. Qualitative data analysis revealed that in redesigning my approach to my course, I stopped short of my goals to make the course more practice-centered. Although I provided students with many opportunities to practice planning, I did not provide enough focused opportunities to practice implementation and to participate in giving and receiving feedback. I learned that engaging teachers in practice-based teaching requires teacher educators to be both specific and deliberate in setting their own purposes for establishing the centrality of practice in their courses and to explain these clearly to teacher candidates. Further work in which teacher educators study their use of practice-based pedagogy would benefit from using a self-study lens. Other researchers are urged to add to the limited body of research about the use of practice-based pedagogy with teachers of language learners, particularly English language learners. 相似文献
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《Studying Teacher Education》2013,9(1):3-15
This article examines my three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions I experienced and the challenges I encountered. These included developing an awareness of my incomplete understandings of key components of teacher education, particularly the importance of fostering critical reflection. Acknowledgement of the benefits and complexities of first facilitating and later assessing reflective practice followed next. My transformation from a confident school-board resource teacher to an uncertain teacher educator, who reiteratively questions her practices as she comes to understand and teach to promote conceptual change, resonates with the uncertain terrain of teacher education. I explore the implications of this self-study by discussing the need for support, suggesting that teacher educators, particularly part-time instructors, be provided with opportunities to examine their teacher education beliefs. I recommend self-study groups as vehicles for this support. 相似文献
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Mark D. McCarthy 《Studying Teacher Education》2018,14(2):174-193
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers’ beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a manifestation of teaching as inquiry, reframes evaluations of teaching away from what students do toward what teachers do. Here I undertake a reflexive examination of my own recursive practice as a teacher educator in children’s literature. Drawing upon a complex notion of teaching and learning, I argue that student learning outcomes are unpredictable, and as a result, successful teacher education should model self-inquiry as a vital part of teaching. Findings show that teaching choices (and omissions) in response to students’ responses led to unintended outcomes that undermined my motivations. I conclude that teacher educators’ self-inquiry and reflection in broader social contexts offers access to critical ways of thinking that underlie their work toward developing similar capacities among their prospective teacher students. 相似文献
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《Studying Teacher Education》2013,9(2):117-118
This paper reports my efforts as a teacher educator to improve our understanding of the process of learning to teach. It illustrates how the nature of the knowledge developed by teacher educators about their practice is often embedded in complexity and ambiguity. This knowledge is explored as a source of tensions that teacher educators can learn to recognize and manage within their work. By examining one of these tensions within my practice, that of valuing and reconstructing experience, I consider how conceptualizing knowledge as tensions can enhance teacher educators' understandings of practice and contribute to the professional knowledge base of teacher education. 相似文献
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《Studying Teacher Education》2013,9(1):105-116
Set against an organized school reform backdrop, this inquiry features four challenges I faced as a result of working alongside teachers and principals whose urban schools were awarded major school research grants for a 5-year period. In addition to teasing out the origins of the dilemmas I encountered and showing how they impacted my teaching practice, I make two knowledge contributions through my public presentation of this self-study. First, I add a new set of partnered narratives—the stories of teacher educators/teacher educators' stories of self. Second, I extend my research niche to reveal the role I played as a living, breathing dimension of the educational conduit.
Rabbit: What is REAL? Does it mean having things that buzz inside you and a stick-out handle? 相似文献
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This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator. 相似文献
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《Studying Teacher Education》2013,9(2):235-253
ABSTRACTIntending to foster a partnership between his university and a local school and to create a new identity as a teacher educator in the community, a newly hired assistant professor of English education offered support to a secondary English department and ended up working extensively with the teachers (planning, observing, giving feedback, reflecting, and modeling lessons by teaching classes). This self-study examines the experience of the teacher educator as he navigated this 2-year commitment. A systematic analysis of all data collected (detailed journal, observation notes, debriefing notes, correspondence, and transcribed interviews) reveals how the conditions that allow tensions to become productive – a need for interaction, a willingness to engage in commonalties and differences, a sense of value for various skill-sets, and a suspension of judgment for the good of the community – within an emerging community of practice offered opportunities of professional growth for teachers and a teacher educator. This research provides insight into how university professors can better recognize and understand the conditions that allow perceived tensions to function as catalysts for professional development, offering an example of how to improve collaborative relationships between teacher education programs in higher education and K-12 school districts. 相似文献
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Muffet Trout 《Studying Teacher Education》2018,14(1):39-55
When a cultural disconnect became antagonistic between me and my students of color, I found myself at a crossroads as a White teacher educator: use coercion and force students to follow my directions, or care and base my responses on students’ needs. I chose the latter. Findings suggest that this choice benefitted the class and changed how I see myself as a teacher educator. The construct of embodied care helps describe the turn in my relational teacher educator practice from caring intentions that were dyadic in nature to caring that uses relational means for social justice ends. Data points include field notes, analytic journal entries, email communication, course materials, student interviews, and course evaluations. This self-study research contributes to the literature on caring teaching by suggesting that, in racially and culturally diverse classrooms, caring habits can help teacher educators from dominant groups gain critical self-awareness. 相似文献
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This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education. 相似文献
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Shawn Michael Bullock 《Studying Teacher Education》2014,10(2):103-116
The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a series of episodes, in which I write a short paragraph about each phase in my development as a martial artist and comment on my approach to learning and teaching, where appropriate, during each episode. At the end of the article, I draw several links to self-study literature and to my own understanding of teacher education. In so doing, I demonstrate the value of examining the impact of non-formal education experiences as a teacher educator. 相似文献
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《Studying Teacher Education》2013,9(2):118-138
ABSTRACTWhile teaching is increasingly being accepted as a discipline, there is a growing emphasis on teacher educators researching their own practice to advance the scholarship of teaching and learning (SoTL). This study sought to explore the extent to which self-study contributes to teacher educators’ understanding of the SoTL within the discipline of teaching. While self-study is generally accepted as a scholarly approach, the aim here is to address the call in the literature for self-study researchers to evince a commitment to a practice-based and theory-building research agenda by linking with public theories, in this case the SoTL. Additionally, given that self-study is collaborative in nature, findings here may help to address the dearth of knowledge reported in the literature about teacher educator collaboration. A self-study approach was adopted to explore a journey of two teacher educators as they designed, implemented and evaluated new modules in special and inclusive education within an initial teacher education programme in the Republic of Ireland. Analysis and synthesis of data from 24 student teachers and two teacher educators provide insights and understandings into the collaborative interactions and factors that enabled and hindered these interactions. This may support other teacher educators in developing a collaborative pedagogical culture to enhance greater understanding of the SoTL We argue for adopting self-study as a scholarly approach to engage with other theories, such as the SoTL, thus contributing to the broader field of teacher education research. 相似文献
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《Studying Teacher Education》2013,9(3):236-250
This study focuses on how a Chicana/Latina professor contributed to the development of social consciousness with Spanish bilingual credential candidates in a Teacher Education Multiple Subject Credential Program, in California, USA. As a teacher educator, my goals were to look deeply at my teaching approach and to evaluate what the students and I were learning from the structure and contents of this course that emphasized issues on Latinos in the USA. The aims for evaluating my teaching both on theoretical and practice levels were to provide insights into the potential tensions in teaching a highly political course within Teacher Education, to explore implications for faculty in Teacher Education, and to investigate how bilingual Teacher Education programs can prepare future teachers to question and challenge inequities in school settings. 相似文献
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In classrooms, race-based bias, discrimination, and inequities result in unsafe and unproductive learning environments. Teacher educators are charged with helping preservice teachers develop racial literacy skills. This self-study explores the ways in which two White teacher educators recognize and attempt to manage challenges during field instruction of White teacher candidates. The teacher educator researchers explore their own Whiteness and use a racial lens to critique their practices. Post-lesson-debriefing conferences between teacher educators and their candidates are shared as illustrative vignettes to reveal instructors’ teaching challenges and failures. Implications for working with White teacher candidates, improvements to field instruction practices, student teaching curricula revisions, and programmatic changes are posited. 相似文献
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《Teaching and Teacher Education》2006,22(5):563-579
In this article I consider what teacher educators might learn about our own teaching practice from Nuthall's work on learning in elementary school classrooms. Using key ideas from Nuthall's theory of student learning applied to data from two prior studies of my own teacher education practice, I illustrate how his work might provide a productive way for teacher educators to analyze and critique the tasks they use to promote the learning of prospective teachers. 相似文献
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