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Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration Studying Teacher Education Pub Date : 2021-04-12 Laura C. Haniford, Laurie A. Ramirez, Valerie A. Allison
ABSTRACT Three mid-career teacher educators, each of whom involuntarily served as mid-level administrators are now in the similar position of having left those roles. Each has a different story to tell and they come from very different institutions, yet find themselves experiencing many of the same issues and frustrations. This collaborative self-study was an intentional study of and reflection on
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Self Study as Timely and Timeless Studying Teacher Education Pub Date : 2021-03-19 Julian Kitchen, Amanda Berry
(2021). Self Study as Timely and Timeless. Studying Teacher Education: Vol. 17, No. 1, pp. 1-3.
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What Is Missing In Our Teacher Education Practices: A Collaborative Self-Study Of Teacher Educators With Children During The Covid-19 Pandemic Studying Teacher Education Pub Date : 2021-03-03 Jinhee Kim, Su Jeong Wee, Sohyun Meacham
ABSTRACT This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practices. To do this, we address the following two
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Care Ethics in Online Teaching Studying Teacher Education Pub Date : 2021-03-18 Colette Rabin
ABSTRACT As a teacher educator, I sought to understand how to cultivate care ethics in my online teaching over a three-year period. Through surveys, student work, interviews, my course materials and teaching journal, and video-ed synchronous class sessions with seven cohorts of teacher candidates, the lenses of care ethics revealed particular challenges and possibilities for care with authentic modeling
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The Whole is Greater than the Sum of the Parts: A Self-Study of Equity and Inclusion in Online Teacher Education Studying Teacher Education Pub Date : 2021-03-09 Loretta Donovan, Tim. D. Green, Erin Besser, Edward Gonzalez
ABSTRACT This self-study examines the intersectionality of online teaching, inclusive teaching practices, and culturally responsive teaching in an online graduate teacher education program. Inspired by student perceptions of the promotion of equity and inclusion in the online program, our critical friends group engaged in ongoing reflection and discourse about our current practice as teacher educators
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Learning to Breathe Again: Found Poems and Critical Friendship as Methodological Tools in Self-Study of Teaching Practices Studying Teacher Education Pub Date : 2021-04-01 Christi U. Edge, Elsie L. Olan
ABSTRACT This self-study demonstrates how crafting found poems and critical friendship facilitated unstitching and (re)stitching narrative understanding for purposes of learning from pedagogy for improving practice. Findings extend existing literature by documenting how composing found poems from previous, dissertation research is a tool for inquiry, analysis, and representation for meaning-making
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Fostering a Critical Friendship between a Program Coordinator and an Online Adjunct to Achieve Reciprocal Mentoring Studying Teacher Education Pub Date : 2021-03-19 Courtney K. Baker, Laura E. Bitto
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
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‘Will This Build Me or Break Me?’: The Embodied Emotional Work of a Teacher Candidate Studying Teacher Education Pub Date : 2021-01-20 Elizabeth Finlayson, Erin Feinauer Whiting, Ramona Maile Cutri
ABSTRACT This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, we employed both a critical and meta-critical friend to rigorously
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Opening a Poetic Container: Educative Learning from a Painful Poetry Performance Studying Teacher Education Pub Date : 2020-11-29 Kathleen Pithouse-Morgan
ABSTRACT The catalyst for this self-study research was the performance of a sequence of poems at a colloquium for South African deans of education. The poems portray my interpretation of my students’ stories of physically and emotionally painful experiences at the hands of their former teachers. My intention was to show how the creative possibilities of poetic language and poetic modes could enrich
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Written Feedback as a Relational Practice: Revealing Mediating Factors Studying Teacher Education Pub Date : 2020-10-26 Signe E. Kastberg, Alyson E. Lischka, Susan L. Hillman
ABSTRACT Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article we argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space
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Expanding the Place of Self in Self-Study through an Autoethnography of Discontents Studying Teacher Education Pub Date : 2020-10-16 Oren Ergas, Jason K. Ritter
ABSTRACT This article questions some of the premises undergirding the discourse of self-study, particularly focusing on its treatment of ‘self’. We examine the ontology, authority and ethics of self as they emerge from Oren’s reading of self-study literature in light of his scholarship of and experience in contemplative education. Having focused on studying and teaching mindfulness in teacher education
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A Helping Hand(book) Studying Teacher Education Pub Date : 2020-10-08 Julian Kitchen, Amanda Berry
Articles in academic journals offer contemporary accounts of the field with a view to informing future understandings. At the same time, authors typically ground their work in established theories ...
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Examining the Tensions between Rapport with Pre-Service Teachers and Authority in Becoming a Teacher Educator Studying Teacher Education Pub Date : 2020-07-30 Andrea Phillips, Meredith Park Rogers
ABSTRACT The purpose of this self-study was to examine an internal conflict the lead author was feeling about her credibility to teach pre-service elementary teachers when she was similar in age to them and had no K-12 teaching experience. Having taught only as an undergraduate science teaching assistant, she was now assigned in her doctoral program to be an early field experience instructor for elementary
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A Playlist as A Metaphor for Engaging in a Collaborative Self-Study of Mathematics Teacher Educator Practices Studying Teacher Education Pub Date : 2020-06-30 Crystal A. Kalinec-Craig, Jaime M. Diamond, Jeffrey Shih
ABSTRACT Mathematics teacher educators can use video clips of children solving mathematics problems to help teacher candidates attend to nuanced aspects of teaching and learning mathematics. However, the process of selecting and using video clips to support teacher candidates’ learning to teach mathematics is underexplored as are the ways in which mathematics teacher educators can use self-study to
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Learning with and from Others: Self-Study of Teacher Education within a Landscape of Practice Studying Teacher Education Pub Date : 2020-06-28 Anne O’ Dwyer, Miriam Hamilton, Richard Bowles
ABSTRACT This article illustrates how simultaneous involvement in two self-studies with critical friends contributed to an early career teacher educator’s development as a relational teacher educator. Both self-studies took place within the university setting: teaching science to the undergraduate elementary teachers and coaching the intervarsity ladies football team. Learning at the intersection between
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Tensions and Caring in Teacher Education: A Self-Study on Teaching in Difficult Moments Studying Teacher Education Pub Date : 2020-06-21 Adrian D. Martin
ABSTRACT Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study
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A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses Studying Teacher Education Pub Date : 2020-06-18 Carin Appleget, Courtney Shimek, Joy Myers, Breanya C. Hogue
ABSTRACT In this collaborative self-study, teacher educators/researchers in four different geographic, social, and cultural institutions of higher education implemented Culturally Proactive Pedagogy (CPP) learning events into their undergraduate literacy methods courses. Conceptually, this study used the Pose, Wobble, Flow (P/W/F) framework developed by Garcia and O’Donnell-Allen to build upon theories
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Managing the Critical Friendship: Using Self-Study in the Doctoral Supervision Process Studying Teacher Education Pub Date : 2020-05-03 K. Andrew R. Richards, Victoria Nicole Shiver
ABSTRACT Self-study presents one approach to research that can be used to understand how current teacher educators and teacher education doctoral students (re)develop their practice and are socialized into academic norms. In some of these instances, faculty advisors may serve in a critical friendship capacity. This introduces an important power dynamic into the self-study process as advisors serve
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The Role of Self-study in Times of Radical Change Studying Teacher Education Pub Date : 2020-05-03 Amanda Berry, Julian Kitchen
This editorial is written in the midst of the covid-19 pandemic. Educators across the globe and at all levels of schooling have been forced to quickly adjust to this strange, uncertain and challeng...
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Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction Studying Teacher Education Pub Date : 2020-04-23 Tim Buttler
ABSTRACT As a teacher educator, I became concerned that my practice did not reflect my constructivist perspective. This realization disrupted my belief about my teaching efficacy. I understood that teacher education is often criticized for not sufficiently preparing teachers. Was I part of the problem? As a result, I initiated this study to examine my practice to identify how I might align my beliefs
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Power Relations, Knowledge Productions, and Teaching against Oppression in an Elementary Classroom on the Canadian Prairies: A Self-Study Studying Teacher Education Pub Date : 2020-03-18 Amanda Gebhard
ABSTRACT This article is inspired by my experience of aiming to teach against oppression on my return to an elementary school classroom after completing doctoral studies in education. The tensions that surfaced as I attempted to disrupt oppressive school knowledge in my second and third grade classrooms motivated me to engage in self-study. Locating my work within the context of the Canadian Prairies
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Tensions and Possibilities in Fostering Critical Language Ideologies in Elementary Teacher Education Studying Teacher Education Pub Date : 2020-03-18 Rebecca Woodard, Arthi Rao
ABSTRACT Teachers’ language ideologies inform our assumptions about what counts as valued practices in schools. As teacher educators in an urban elementary education program, we aim to sustain youths’ linguistic and cultural diversity, in part by cultivating a critical language ideology with teachers that explicitly acknowledges the relationship between language, power, and race. Drawing from a series
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A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education Studying Teacher Education Pub Date : 2020-03-17 Jamilee Baroud, Pooja Dharamshi
ABSTRACT This article explores the critical digital practices and pedagogies of two novice teacher educators. Employing self-study research methodologies, we examine our collaborations and integrations of critical digital practices into two literacy methods teacher education courses. Seeking to emphasize the ‘critical’ aspects of critical digital literacies, we co-planned and designed learning opportunities
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Cultivating a Self-Study Community of Practice: Reflections of Faculty on Issues of Evolution and Functioning Studying Teacher Education Pub Date : 2020-03-12 Karen Goodnough, Christine Arnold, Saiqa Azam, Kimberly Maich, Alireza Moghaddam, Sharon Penney, Gabrielle Young
ABSTRACT Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in higher education to facilitate and foster professional learning. This article describes the emergence and cultivation of a university community of practice. Based on a desire to enhance our work as teacher educators and the learning experiences of our students, Karen, the first author, invited
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An Indigenous Approach to Self-Study of Teacher Education Practices (S-STEP) in Aotearoa New Zealand Studying Teacher Education Pub Date : 2020-02-24 Rachel Martin, Chris Astall, Kay-Lee Jones, Des Breeze
ABSTRACT This research utilised a Māori-centred framework called Te Ao o Pakirehua (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a Te Tiriti (Treaty) partnership and principles of self-study of teacher education practices. The four ITE educators
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Maximizing the Impact of Your Article in Studying Teacher Education Studying Teacher Education Pub Date : 2020-01-02 Julian Kitchen, Mandi Berry
The life of an academic was once relatively simple. One conducted rigorous research then submitted it to the editors of journals and books. Acceptance by a highly-ranked journal or a prestigious publisher demonstrated merit. A high level of citation by peers was evidence of impact. The best way to maximize the impact of one’s work was to become well-known through writing, speaking or doing. While being
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The Hidden Elephant Is Oppression: Shaming, Mobbing, and Institutional Betrayals within the Academy—Finding Strength in Collaborative Self-Study Studying Teacher Education Pub Date : 2020-01-02 David I. Hernández-Saca, Jennifer Martin, Sohyun Meacham
ABSTRACT In this collaborative self-study, we examined our experiences of oppression and exclusion as tenure-track assistant professors possessing intersecting outsider statuses. We found that oppression is the elephant in the academy. We used self-study methodology, along with narrative inquiry, and textual and discursive analysis, to analyze our respective formal and informal student course evaluations
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What Do We Supervise for? A Self-Study of Learning Teacher Candidate Supervision Studying Teacher Education Pub Date : 2019-11-14 Mark M. Diacopoulos, Brandon M. Butler
ABSTRACT This self-study of teacher education practices explores an emerging teacher educator’s development as a supervisor of teacher candidates. The purpose was the development of a rationale for teaching and teacher education that reflected his exploration of a personal understanding of purpose in social studies teaching and teacher education. With the help of a critical friend, he engaged in a
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‘Their Drawings Were Eloquent’: Learning about Drawing as an Arts-Based Self-Study Method for Researching with Children Studying Teacher Education Pub Date : 2019-11-13 Khulekani Luthuli, Nontuthuko Phewa, Kathleen Pithouse-Morgan
ABSTRACT This article offers detailed accounts of self-study research conducted by two South African teachers who used drawing as an arts-based method to gain insights from children in their schools. While much of the published research on drawing as a self-study method has involved drawing by teachers or teacher educators, the focus here is on two teacher-researchers’ learning from engaging with children’s
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Attending to the Concerns of Teacher Candidates in a Social Justice Course: A Self-Study of a Teacher Educator Studying Teacher Education Pub Date : 2019-11-10 Julian Kitchen
ABSTRACT In this self-study, an education professor examines his efforts to attend to the concerns of teacher candidates concerning equity, diversity and social justice in a new School and Society course. The teacher educator asked teacher candidates complete exit cards after most classes and also read numerous teacher candidate journals and responses to readings along the way. Along with contributions
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Three Museums and A Construction Site: A Collaborative Self-Study of Learning from Teaching in Community-Based Settings Studying Teacher Education Pub Date : 2019-11-10 Erica R. Hamilton, Amy Burns, Alison E. Leonard, Linda K. Taylor
ABSTRACT This collaborative self-study centers on the experiences of four teacher educators facilitating preservice teacher learning in four separate community-based settings. Specifically, we examined the ways these community-based field experiences enhanced and challenged our work as teacher educators. We identified enhancements related to the settings, augmentation of preservice teacher learning
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Transitioning to Teaching Science in Higher Education: Exploring Informal Dialogical Approaches to Teaching in a Formal Educational Setting Studying Teacher Education Pub Date : 2019-11-08 Nichole Nageotte, Gayle Buck
ABSTRACT Dialogue is a critical component of teaching, especially when considering it from a sociocultural theory of learning. An instructor’s knowledge of the subject matter is critical, but not sufficient. The ability to verbally articulate that knowledge while hearing and responding to the developing ideas and knowledge of the students is necessary to foster understandings. Unfortunately, many preparation
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Muddying the Waters: Studying Teaching for Social Justice in the Midst of Uncertainty Studying Teacher Education Pub Date : 2019-09-02 Ashley G. Lucas, Andrea Milligan
ABSTRACT In light of societal pluralism, diverse visions exist for social justice. In this sense, uncertainty is a marker of social justice education and research. This article shares insights into how we came to ask a question about teaching for social justice through cross-cultural collaborative self-study. Eight New Zealand pre-service teachers participated in semi-structured interviews in which
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Are Teacher Education Practices Really Changing?—An Editor’s Farewell Studying Teacher Education Pub Date : 2019-09-02 Tom Russell
The idea of teacher educators studying their own practices was first recognized in 1992 at an AERA symposium in which I participated andwhere John Loughran was in the audience. We both participated in the formation of the S-STEP Special Interest Group at the AERAmeeting in 1993. We both attended the first International Conference on Self-Study of Teacher Education Practices at Herstmonceux Castle,
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Navigating the Personal Challenges and Sociopolitics of Doctoral Supervision Studying Teacher Education Pub Date : 2019-06-22 K. Andrew R. Richards, Tim Fletcher
ABSTRACT Faculty members are important agents in the socialization of doctoral students into academia, but little training is available in preparation for the role of doctoral supervisor. In this self-study, we consider the personal and sociopolitical challenges that Kevin faced as an early career teacher education faculty member who had just begun supervising doctoral students. Data sources included
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Looking to Our past to Re-Envision Our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts Studying Teacher Education Pub Date : 2019-06-16 Jennifer Jacobs, Shahad’s Babaeer, Fawaz Alrouqi
ABSTRACT This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations
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Deploying Warrants, Producing Policy: A Self-Study of Teacher Education Policy Discussions Studying Teacher Education Pub Date : 2019-06-08 Alexander Cuenca
ABSTRACT The practice of teacher education is inextricably linked to the policy environment in which it occurs. Calls by policymakers and politicians for accountability measures, standardization and performance assessments are efforts to influence the direction of the preparation of educators. In this self-study, I examine my participation in a state-level teacher education policy decision-making body
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The Power of Collaboration Studying Teacher Education Pub Date : 2019-05-04 Julian Kitchen, Mandi Berry, Tom Russell
Collaboration has long been one of the defining characteristics of self-study (Lighthall, 2004). The eight articles in this issue of Studying Teacher Education delve into collaborative relationships with peers, students, and the wider educational community. The authors of the first four articles convey how conversation and collaboration with peers can have a powerful impact on educators’ confidence
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Supporting Collaborative Self-Study: An Exploration of Internal and External Critical Friendships Studying Teacher Education Pub Date : 2019-04-17 Anne O’Dwyer, Richard Bowles, Déirdre Ní Chróinin
ABSTRACT This article outlines how a cyclic process of reflection and action was strengthened by the role of an external critical friend in a collaborative self-study. As three teacher education practitioners, two of us participated in the collaborative self-study, acting as internal critical friends to each other, while the third added an external layer of criticality. We both coached the university
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Community, Towards Dialogue: A Self-Study of Online Teacher Preparation for Special Education Studying Teacher Education Pub Date : 2019-04-02 Michael Dunn, Mary Rice
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
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When a Postgraduate Student Becomes a Novice Researcher and a Supervisor Becomes a Mentor: A Journey of Research Identity Development Studying Teacher Education Pub Date : 2019-03-11 Melinda Kirk, Kylie Lipscombe
ABSTRACT Developing a research identity is a critical space for novice researchers in teacher education. This self-study explores the experiences of a postgraduate Master of Education student who was working as a novice research assistant with her supervisor to explain how these experiences contributed to research identity development. As novice researcher and supervisor, we examine entries of a research
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Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education Studying Teacher Education Pub Date : 2019-03-08 Fiona King, Anna Logan, Adrian Lohan
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
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Being “Challenged” and Masking my own Uncertainty: My Parallel Journey with Elementary Prospective Teachers Studying Teacher Education Pub Date : 2019-03-05 Amber Simpson
ABSTRACT This research utilized self-study methodology to examine my experience as a novice elementary mathematics teacher educator whose foundation was a high school mathematics teacher and graduate training in secondary mathematics education. By analyzing video data of the weekly mathematics methods course, I relived moments in which I masked my uncertainties through engaging the class in discussion
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A University and Local School Partnership: Utilizing Tension as a Catalyst for Growth Studying Teacher Education Pub Date : 2019-01-24 Matthew McConn, Jillian Mason
ABSTRACT Intending 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)
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Collaborative Meaning-Making and Dialogic Interactions in Critical Friends as Co-Authors Studying Teacher Education Pub Date : 2019-01-02 Elsie L. Olan, Christi Edge
ABSTRACT From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and who could disrupt and problematize our narrative
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Investigating Critical Friendship: Peeling Back the Layers Studying Teacher Education Pub Date : 2019-01-02 Elizabeth Petroelje Stolle, Charlotte Frambaugh-Kritzer, Anne Freese, Anders Persson
ABSTRACT This self-study documents two teacher educators’ professional inquiry into the notions of critical friendship. Specifically, we asked: How does our interactive inquiry on the topic of critical friendship lead us to new understandings of critical friends? Three theoretical perspectives framed this study – More Knowledgeable Others, Thought Collective, and reflection. Data sources included (a)
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“I Solemnly Swear that I Am up to No Good”: Mapping My Way through TESOL Teacher Education Studying Teacher Education Pub Date : 2019-01-02 M’Balia Thomas
ABSTRACT This article documents my 2-year sojourn from voicelessness – in the face of normalizing discourses about race, privilege, and difference in teacher education scholarship – to an authentic voice capable of addressing normalizing discourses from a position of inclusivity. This journey has involved my face-to-face and even mediated engagement with a critical community of human scholars. In difference
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Affecting Education Policy through Border Crossing between Special Education and General Education Studying Teacher Education Pub Date : 2019-01-02 Renée T. Clift, Carl Liaupsin
ABSTRACT A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article,
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Breaking Free from the Needs Paradigm: A Collaborative Analysis of Inclusion Studying Teacher Education Pub Date : 2018-12-07 Edda Óskarsdóttir, Hafdís Guðjónsdóttir, Deborah Tidwell
ABSTRACT This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda’s practice helped support inclusion for the students, their families, and the teachers who engage with them. This multilayered self-study research project included
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Building Bridges: A Cross-Disciplinary Peer-Coaching Self-Study Studying Teacher Education Pub Date : 2018-12-07 Charles Hohensee, William E. Lewis
ABSTRACT Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher
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Applied Theater and Mixed-Status Families: A Collaborative Self-Study with Teacher Education Candidates Studying Teacher Education Pub Date : 2018-11-05 Erin T. Miller, Beth Murray, Spencer Salas
ABSTRACT In this article, we narrate a self-study that emerged through a collaborative, arts-based inquiry around Latinx diversity, especially those arising from citizenship status at the individual and family level. Coming from distinct professional educational landscapes (theatre/drama education, middle/secondary education, and elementary education), we worked inter-disciplinarily to orchestrate
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Exploring Mathematics Teacher Educator Questioning as a Relational Practice: Acknowledging Imbalances Studying Teacher Education Pub Date : 2018-11-01 Signe E. Kastberg, Alyson E. Lischka, Susan L. Hillman
ABSTRACT The desire to understand our questioning practices as relational led us to use collaborative self-study to construct images of our questioning practice within our mathematics teacher education practices. In a prior exploration of written feedback we had begun to consider how our practices supported relationships with preservice teachers. As a result, we began to consider ways we engaged preservice
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Polyvocal Play: A Poetic Bricolage of the Why of Our Transdisciplinary Self-Study Research Studying Teacher Education Pub Date : 2018-10-31 Kathleen Pithouse-Morgan, Anastasia P. Samaras
ABSTRACT We have come to conceptualize our transdisciplinary, transnational, and transcultural interaction and reciprocal learning through self-study research as polyvocal professional learning. Our conceptualization of polyvocality has made visible how dialogic encounters with diverse ways of seeing, knowing, and doing can deepen and extend professional learning in self-study research. For this collaborative
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Why Self-Study? An Exploration of Personal, Professional, and Programmatic Influences in the Use of Self-Study Research Studying Teacher Education Pub Date : 2018-09-02 Melva R. Grant, Brandon M. Butler
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
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Shaping Community in Online Courses: A Self-Study of Practice in Course Design to Support the Relational Studying Teacher Education Pub Date : 2018-09-02 M. Shaun Murphy, Stefinee Pinnegar
ABSTRACT This article focuses on what we learned as online teachers about relational contexts in our online courses using a self-study of teacher education practices methodology. Using the curriculum commonplaces of teacher, learner, subject matter, and milieu, we inquired into the design and implementation of our online courses. A responsive audience at the 2018 international self-study conference
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A Self-Study of Researcher Relationships with Research Participants Studying Teacher Education Pub Date : 2018-09-02 Eliza Pinnegar, Emma Quiles-Fernández
ABSTRACT In this article we present two narratives that have generated pedagogical insights into our identities in becoming researchers. We are concerned with the interaction of the self-as-researcher in a context, over time, with others who also have an expressed commitment to the educational world. Our commitment to better understanding educational research led us to share our stories in relation
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Pedagogical Equilibrium as a Lens for Understanding Teaching about Teaching Studying Teacher Education Pub Date : 2018-09-02 Jennifer Mansfield, John Loughran
ABSTRACT Articulating the complexity of teachers’ professional knowledge development is complicated but highly desirable. Exploration of dilemmas, which interrupt teaching practice, offers the opportunity to view teachers’ professional knowledge in action as interruptions signal the limits of knowledge. Transitioning from science teacher to science teacher educator was complicated for me, mostly because
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Supervising the Teacher Education Practicum: A Self-Study with a Critical Friend Studying Teacher Education Pub Date : 2018-09-02 Andrea K. Martin, Tom Russell
ABSTRACT If the practicum is the most valued element of a teacher education program, how good is each teacher candidate’s learning and how well is it supported by the university supervisor? While most self-studies of teacher education practices focus on practices in the university classroom, this article reports an analysis of a supervisor’s practices, with special attention to underlying assumptions
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Self-Study of a Teacher’s Practices of and Experience with Emotion Regulation: Being and Becoming through Reflection and Engagement Studying Teacher Education Pub Date : 2018-09-02 Lauren Paravato Taylor, Melissa Newberry
ABSTRACT Research on teacher emotion regulation is typically conducted by outsiders and focuses on how emotion is regulated. This self-study was conducted by a practicing teacher to explore the lived experience of teacher emotion regulation and the many influences that inspire the need for such regulation. Throughout a 14-week semester, daily “in-the-moment” recordings of emotion were collected as
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Biculturalism 101: A Self-Study Exploring Culturally Responsive Practice Studying Teacher Education Pub Date : 2018-09-02 Dawn Garbett, Alan Ovens, Lynn Thomas
ABSTRACT There has been strong advocacy for teacher educators to be culturally responsive in their teaching, but less attention has been focused on the process and journey of becoming more culturally responsive. In this self-study, two teacher educators enrolled in a year-long, foundation-level Māori language course to learn the indigenous language of their country. Putting themselves into roles as
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