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Book part
Publication date: 2 August 2018

Bethney Bergh, Christi Edge and Abby Cameron-Standerford

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our…

Abstract

We are three teacher educators – Christi, Bethney, and Abby – representing literacy, educational leadership, and special education, who have collaborated in self-studies of our teacher education practices (S-STEP) over a period of five academic years. Through this collaborative engagement, we came to recognize the similarities and differences in our language and values found within each of our individual disciplinary cultures. It was through the juxtaposition of studying ourselves alongside of that of our colleagues that we further generated a shared culture and common understandings. In our chapter, we explore the ways in which self-study enabled collaboration with teacher educators representing different disciplines. The research brought to light specific disciplinary values, assumptions, and terminology that, when articulated and examined among critical friends, facilitated our ability to both broaden and deepen our individual understandings of teacher education practices in light of each other’s diverse disciplinary perspectives.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

Book part
Publication date: 29 October 2020

Julian Kitchen

Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I explore…

Abstract

Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I explore and demonstrate these tensions building on Schwab's practical orientation and following its developments in narrative research and self-study. In particular, I focus on the role of self-knowledge in my work as a teacher educator as it has featured in my own self-studies. To present this, I rely on relational teacher education, a framework that I have developed and has guided my living and teaching as a teacher educator. Overall, this progression will demonstrate my belief that self-study is a crucial vehicle for developing self-knowledge; however, it ought to be seen as a means for relational teaching practice and not merely as an end.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

Book part
Publication date: 2 August 2018

Roxanna M. Senyshyn

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been…

Abstract

While the need to improve teacher preparation in response to linguistic and cultural diversity has been widely acknowledged, the learning process of teacher educators has not been widely discussed. This chapter presents findings from a self-study that examined practices aimed at preparing preservice teachers for linguistically and culturally diverse contexts through transformative intercultural learning. It exemplifies how Mezirow’s transformative learning theory can be put into practice by helping teacher educators reflect on their belief systems and practices. The findings show that disorienting dilemmas might challenge the validity of assumptions and lead to perspective transformation. It is evident that both teacher education process and intercultural learning share common ground in transformative learning. As researchers and educators continue to explore this relationship, particularly though self-study, it will lead to many insights about educational practice that is critical in a time of increasing diversity locally and possibilities for teaching and learning globally.

Details

Self-Study of Language and Literacy Teacher Education Practices
Type: Book
ISBN: 978-1-78754-538-0

Keywords

Article
Publication date: 1 November 2007

Jason K. Ritter, Dave Powell and Todd S. Hawley

This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching…

Abstract

This paper reports on the processes and outcomes of a collaborative self-study conducted by three beginning teacher educators who sought to examine the efficacy of their teaching practices while working with student teachers in the field. By systematically embracing opportunities to explore mutually pressing issues and concerns manifest across the student teaching semester, the authors found that collaborative self-study provided a useful framework for considering their pedagogical reasoning and decision making as they encouraged student teachers to engage in rationale-based practice. The understandings gleaned from this study provided the authors with a basis upon which to reexamine their developing teacher educator pedagogies, as well as to critique the nature and structure of their teacher education program.

Details

Social Studies Research and Practice, vol. 2 no. 3
Type: Research Article
ISSN: 1933-5415

Abstract

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Book part
Publication date: 29 October 2020

Jason K. Ritter

The educational self is a construct derived from cultural psychology that attempts to account for the role of educational experiences in the construction and elaboration of the…

Abstract

The educational self is a construct derived from cultural psychology that attempts to account for the role of educational experiences in the construction and elaboration of the self. It conceptualizes of self as a semiotic process that is both dialogical and polyphonic from its origin, yet grounded in some historically and culturally derived shared meanings and practices. The purpose of this chapter is to situate discussion of the educational self in the context of the United States and to explore its implications for teaching, teacher education, and self-study of practice via an examination of the life trajectory of the author that is both retrospective and introspective. An argument is put forward that examining the educational self represents a promising starting point for understanding and studying one's own teaching or teacher education practices.

Details

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
Type: Book
ISBN: 978-1-83982-262-9

Keywords

1 – 10 of over 1000