ABSTRACT

In this article we explore how engaging in collaborative self-study resulted in a reciprocal mentorship platform for a mathematics specialist program coordinator and online adjunct instructor. Through the use of our mutually developed norms and a reflective dialogue protocol we examined how we were able to bridge our contexts so that we could equally engage in a graduate mathematics teacher leadership course that only one was teaching. Employing a self-study methodology centered on dialogue, we co-planned and designed learning opportunities in which data was collected using synchronous online tools, agendas, notes and audio recordings from our weekly phone conversations. This ultimately influenced our understanding of what it takes to communicate clearly when conducting a self-study that spans both physical distance, heirarchial rank, and context. The pivotal learning experiences through the implementation of a reflective protocol and collaborative norms will provide other teacher educators who engage in self-study with tools to support their own learning, advance their practice, and promote critical reflection. This study also adds to the literature on adjunct professors in both higher education and self-study.

摘要

在本文中，我们探讨了参与协作自学如何为数学专家项目协调员和在线兼职教师提供一个互惠的指导平台。通过使用我们共同制定的规范和反思性对话协议，我们检查了我们如何能够弥合我们的背景，以便我们能够平等地参与只有一个人在教授的研究生数学教师领导力课程。我们采用以对话为中心的自学方法，共同规划和设计了学习机会，其中使用同步在线工具、议程、笔记和每周电话交谈中的录音收集数据。这最终影响了我们在进行跨越物理距离、等级和上下文的自学时清楚沟通需要什么的理解。通过实施反思协议和协作规范获得的关键学习经验将为其他从事自学的教师教育工作者提供工具，以支持他们自己的学习、推进他们的实践并促进批判性反思。这项研究还增加了关于高等教育和自学兼职教授的文献。