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1.
In this self-study, a teacher educator and an experienced teacher analyze an unexpected shared opportunity to mentor pre-service elementary educators. Our partnership arose during a graduate course on literacy development for elementary students, serendipitously captured during an extended electronic conversation with the pre-service candidates. We uncovered an interplay between authenticity and authority that generated enhanced professional development for each of us and for the teacher candidates who were enrolled in the course. As well as reflections on our own practices, implications for teacher education development and pedagogy are noted.  相似文献   

2.
It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically for the purpose of examining this transition through self-study research, we sought to understand the shift in identity of a novice teacher educator working as an early field experience instructor with elementary science and mathematics preservice teachers. Our findings indicate that the process of self-study research, when supported within a community of practice, offered Jared the opportunity to recognize different aspects of his shifting professional identity, the dominance of particular aspects of his identity in certain situations, and the impact this was having on his students’ development as teachers. Developing this awareness of his adapting professional teaching identity from a classroom teacher to a teacher educator should help as he continues to develop his knowledge and skills working with teachers in different contexts and at different grade levels. Implications for how teacher education programs could better support the professional identity development of novice teacher educators through the use of a self-study focused community of practice are discussed.  相似文献   

3.
Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study research and fostered a scholarly identity in a doctoral seminar focused on learning about teacher education practices through self-study research. The participants shared autobiographies, journals, and critical summaries of assigned readings, and they questioned each other’s understanding and development in the context of their shared experiences. Through this process, they overcame concerns regarding self-study as they developed their understanding of the components of self-study research and accepted their new role as self-study researchers. This study provides insights into the benefits of using doctoral seminars as a space to develop a scholarly identity and for using that space as a source of investigation. Implications for similar communities are also discussed.  相似文献   

4.
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   

5.
This self-study of teacher education practices examines the processes of developing a pedagogy of teacher education. Drawing on multiple data sources (video and audio, reflective diary, and focus groups), we used concepts from rhizomatics to explore the question, “How does a teacher educator negotiate his learning and practice as he develops a pedagogy of teacher education?” We explicate the complexity of teacher education learning by showing how a conflux of interactive elements co-produce a teacher educator’s practice. This encourages us to introduce the metaphor of “orchestration” as a way of conceptualizing teacher educator practice and pedagogy.  相似文献   

6.
This article explores the role of a teaching portfolio in supporting the transition from teacher to teacher educator. It uses aspects of self-study to catalogue the challenges and successes during this transition. Despite well-documented acknowledgement of the differing demands of teaching when compared to teaching how to teach, little is written about potential supports during transition to teacher education. This article cites benefits associated with developing a teaching portfolio during this period of transition. The process of reflecting on a teaching philosophy, interrogating pedagogy and developing a personal and professional development plan facilitate the formation of an adapted teacher identity. In addition, the scholarly, evidence-based process of portfolio writing acts as a bridge into the research and writing world of an academic. The portfolio writing process this researcher engaged in was based on iterative feedback from more experienced colleagues internal to the institution and from external panels. This led to a supportive and collaborative induction to the role of teacher educator from a number of perspectives. The researching of my self enabled deep reflection on my teaching philosophy, supported early academic writing and facilitated relationships with staff who acted as critical friends and mentors. This promoted the implementation of an effective teacher education pedagogy through structured, reflective, and evidence-led modifications to practice. This article creates awareness of the broader role of a teaching portfolio for teachers and teacher educators, in creating rich learning experiences for the pre-service teachers we teach.  相似文献   

7.
Contemporary approaches to pre-service teacher education and in-service teachers’ professional development increasingly reflect the general paradigm swing in education, advocating for dialogic co-construction of understandings of teaching and learning rather than monologic telling of how to be a teacher or how to improve teaching practice. However, teacher–learners sometimes have difficulty adapting to the different stance required of them to participate effectively in this change of approach. Successfully facilitating the development of learners to take an active, inquiry stance requires engaging in the process of development of oneself: being open to new approaches, being prepared to be uncomfortable and being willing to extend one’s comfort zone as a teacher educator. In this self-study project, I use iterations of poetry writing and reflection to document my introduction to Dialogical Self Theory (DST) and the development that these explorations provoke. By exploring different perspectives of why learners sometimes ask teachers to “Just tell us,” I have become more thoughtful about the nature of dialogue and how this might be supported in engaging with learners. I argue that using DST as an analytical tool has not only provided meaningful personal insights that have affected my own professional practice as a new teacher educator, but also shown potential for facilitating the development of teachers at all stages of their professional becoming.  相似文献   

8.
In this article we describe our engagement in self-study as part of an examination of design-based research for education. We focus on graduate-level online teacher education as an example of how self-study provided a means of examining deeply our teaching and our roles as teacher and designer in the learning environment. We posit that online learning environments are particularly well suited for self-study to enhance design perspectives because the interactions between teacher and students are informed by personal context and mediated by technological tools. The graduate students in our courses were teacher leaders in literacy or mathematics who were learning how to support professional development for other teachers. Throughout our self-study research we found ourselves drawing upon our previous design research experiences, which aided our ability to engage in self-study: We were part of the classroom system, focusing on our roles within the teaching and learning process as designers of the online learning environment. Three key design principles resulted from our self-study process: focusing on systems of learning and teaching, designing pedagogical tools and products, and using iterative processes. Engaging in self-study enhanced our understanding and implementation of synchronous online instruction, particularly regarding our use of technological tools to enhance student learning and support learning communities.  相似文献   

9.
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   

10.
This paper examines the transition that classroom teachers experience moving into the academy as teacher educators, considering the change in professional identity and the subsequent alignment of situational and substantial selves. We outline the findings of a qualitative case study that utilised self-study and teacher narrative to explore the road travelled by a group of new teacher educators in a regional university in rural Australia. To frame our work we drew from theories related to teacher professional identity and career transition. The research explored patterns of experience between ourselves and the other participants that helped to explain the transition process for new teacher educators and allowed us to see our own experiences in new ways. The significance of the study resides in the fact that new teacher educators, as a group, have not been thoroughly researched and consequently are not well understood. The academic role is complex and the road from classroom teacher to teacher educator can be described as rocky. We conclude that it is important to recognise both the context and process of the transition in order to retain teacher educators in higher education.  相似文献   

11.
This self-study examines how our non-personhood experiences (NPHEs) contributed to our teacher educator identity process. We took up exploration of these experiences, which were very painful for us, not as entrée into victimhood but because we wanted to learn something about how, in the face of such experiences, we could engage with these troubling interactions in order to renew our commitment to our work as teacher educators in the university. During the analysis, we considered our stories on four overlapping dimensions: (1) our selves in our own story, (2) others in the story, (3) colleagues not in the story, and (4) non-colleagues and others not in the story. A framework for looking at our NPHEs allows teacher educators to attend to students' needs while simultaneously reasserting their own teacher educator identities in more honest and vulnerable ways. Analyzing NPHEs has the potential to help teacher educators engage and invite students to recognize teacher educators' personhood and thereby better position them to recognize the personhood of their future students.  相似文献   

12.
ABSTRACT

While 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   

13.
This article details the self-study of a beginning teacher educator in her first experience in teaching a mathematics methods course. The transition from teacher to teacher educator is explored through the experience of a course focused on inquiry. Inquiry is embedded within the course from two perspectives: mathematical inquiry and teaching as inquiry. The framework of teaching as inquiry is an important part of both the self-study and the mathematics methods course. Implications of the transition from teacher to teacher educator as well as the role of inquiry in mathematics teacher education are discussed.  相似文献   

14.
While decades of research have documented the socialization of inservice physical education teachers, the socialization of physical education faculty members has only recently become a research focus. Self-study of teacher education practices is becoming increasingly popular when exploring the lived experiences of physical education faculty. We used self-study of teacher education practices to understand the experiences of Kevin, a beginning physical education teacher educator in a visiting assistant professor position at Northern Illinois University. Kevin’s experiences differ from those of many other teacher educators as he had not taught in school settings before moving into higher education. He did, however, have a strong background in higher education pedagogy through work in a center for teaching and learning. Data were collected through journaling, documents and artifacts, and exit slips, feedback forms, and focus group interviews completed by Kevin’s students. Qualitative data analyses resulted in the construction of three first-order themes: (1) developing appropriate pedagogy, (2) developing and maintaining relationships with students, and (3) managing an identity as a teacher educator. Kevin’s journey was non-linear and marked by both successes and challenges, but at the end of the year he felt that he had grown as a teacher educator. Further, while Kevin’s youth and lack of teaching experience influenced his teacher education practice, it was not always negative and he found ways to compensate for what he lacked in direct teaching experience. Results are discussed with reference to Kevin’s socialization and future directions for research are provided.  相似文献   

15.
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   

16.
ABSTRACT

How does a teacher educator come to engage in self-study research? In this article, the authors seek to answer this question by investigating the personal, professional, and programmatic influences that drew one teacher educator to self-study. The authors used critical friendship to investigate the first author’s introduction to self-study, with data collected through collaborative journaling and regular meetings. Influences for the authors included struggles with outsidership and expectations, teaching from an others perspective, and weathering programmatic shifts. Experiences presenting this study at the 2018 Castle Conference are shared, along with lessons learned from the presentation. Generally speaking, some who attended the presentation saw their initial use of self-study as part of a healing process; others were unsure of their impetus but plan to reconsider their introductions to self-study. Further study of scholars’ introductions to and motivations for engaging in self-study research may improve our understandings of this aspect of self-study scholarship.  相似文献   

17.
This self-study explores the emerging identity of a first-time teacher educator using a framework that views identity as natural, institutional, discursive, and affinity. This framework provided an opportunity to unpack empirically how these various strands of identity intersected within the classroom of a novice teacher educator. Situated in the context of an elementary social studies methods classroom, this study reveals various struggles with the institutional authority of being a teacher educator. Issues such as how preservice teachers perceive a novice teacher educator, the acknowledgment of lack of experience, and the process of negotiating institutionalized and systemic power within the classroom are discussed. Because this study also featured a mentor professor as a critical friend, the implications of self-study work and mentoring first-time teacher educators are also featured in the discussion section. Considering the importance of identity in shaping the practice of new teachers, this self-study reveals the importance of further complicating the emerging and evolving identities of new teacher educators.  相似文献   

18.
ABSTRACT

Online teacher education is experiencing significant growth worldwide. One of the major challenges accompanying this growth is that many teacher educators find themselves underprepared and under pressure to design online teacher education courses that reflect their beliefs about what constitutes high-quality teacher preparation practice. Further, teacher educators in disciplines such as special education face additional challenges in developing understandings about the legalities of writing and implementing disability service plans and performing additional testing. In this self-study of online special education teacher education practice, two collaborators worked to identify strategies and practices for professional community building in a class about teaching reading to students with disabilities. The findings highlight issues of teacher educator authority and presence online against other needs to model collegiality and promote scholarly thinking. Researchers in online teaching may find insight into both the cognitive and contextual concerns as they work to enhance online teacher education while they plan their own investigations.  相似文献   

19.
This paper concludes our report of an investigation of two beginning teacher educators making the transition from classroom teacher to university-based teacher educator. The authors combined case study and self-study of teacher education practices to investigate features of the institutional context they encountered, the knowledge they employed in their decision-making, and the merging of their former identities as classroom teachers with their new identities as teacher educators. Our initial paper described the theoretical framework, methodology, and two categories of findings—institutional context and shifting role identification. This paper builds on those insights by addressing the frames of understanding and knowledge employed in this transition, and how these frames informed the decisions made in the arena of teacher education practice. We also explore the implications of these findings by discussing the need for support as educators make the transition from teacher to teacher educator.  相似文献   

20.
Student feedback collected through program evaluation of secondary education licensure and Master’s program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with our graduate students, we collected and shared data and analysis from two courses – an introductory mathematics course for pre-service teachers and a capstone self-study teacher research course for in-service teachers. Data included students’ reflective accounts of their clinical experiences, dialogue with peers in response memos and focus groups, and our meta-conversation about and interpretations of data captured in meeting notes, audio recordings of meetings, email exchanges, and video conferencing over a two-month period. Analysis resulted in reframed thinking about our teaching and implications for program coherence, including provision of meaningful participant observations in diverse settings, design of dialogic platforms for students to make connections, and support of a critical level of reflection to inform teacher professional practice. The results are informative to teacher educators and programs seeking to better understand their roles in designing dialogic spaces for students to think deeply about the connections of their courses to clinical experiences and in supporting ongoing teacher professional development. The study highlights the benefits of faculty collective self-studies and contributes to the literature on self-study for program development.  相似文献   

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