共查询到20条相似文献，搜索用时 15 毫秒
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Brandon M. Butler Elizabeth Burns Christina Frierman Katrice Hawthorne Alisa Innes James A. Parrott 《Studying Teacher Education》2014,10(3):255-274
Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators. 相似文献
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ABSTRACTThe purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research. 相似文献
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Elizabeth Petroelje Stolle Charlotte Frambaugh-Kritzer Anne Freese Anders Persson 《Studying Teacher Education》2019,15(1):19-30
ABSTRACTThis 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) artifacts from the self-study scholarship/literature, (b) written and real-time (audio recorded) dialogue, and (c) critical friend response memos. We systematically analyzed our data, linking the initial themes to our theoretical frame. These themes led to three findings about critical friendship: flexible definitions, complex characteristics, and multiple learning phases. Based on these findings, we created two research tools useful for researchers enacting critical friendship – the Critical Friend Definition Continuum and the Critical Friend Guide for Quality Assurance. Ultimately, we assert that we, along with our colleagues, must be responsible brokers of critical friendship by explicitly explaining our purposes, definitions and uses of critical friendship within our work as self-study researchers. 相似文献
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We believe that the ideas associated with the Maker Movement have profound implications for teacher education. We have isolated the pedagogical principles of hack, adapt, design, and create as central to exploring how they work with teacher candidate participants in a maker pedagogy lab. We frame these ideas as Maker Pedagogy, which is the enactment of the principles inspired by the maker movement in the classroom to foster learners who operate as innovators, creators, sharers and givers of knowledge, tools and technologies. The purpose of our self-study research is to describe, interpret and analyze how our pedagogies of teacher education and our critical friendship have changed and developed as a result of providing experiences for teacher candidates in our maker pedagogy lab. In this project we use self-study methodology to investigate our teaching and practices, and we dialogue about our tacit and personal knowledge as it contributes to the knowledge and understanding of our teaching through Maker Pedagogy. In particular, the emphasis is on critical collaborative inquiry through critical friends and on dialogue as a valued component of our research. Of particular interest were data in the video recordings of each lab that indicated that one or both of us had reframed our understanding of maker pedagogy. The findings are framed as three themes that document what we are learning about Maker Pedagogy through teaching teacher candidates. These are (1) the value of self-study methodology, (2) Maker Pedagogy as distinct and (3) deepening our pedagogies of teacher education. 相似文献
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Offering an analysis of our multifaceted experiences as three Korean immigrant early childhood teacher educators in the United States, this critical collaborative self-study examines how positions as immigrant mothers and teacher educators interplay with each other. This study also explores ways in which the intersectional experiences influence our teaching pedagogy and practices. We found that we as immigrant mothers have challenges pertaining to parental involvement and maintaining our heritage language, meet tensions when advocating for diversity, and experience role-model pressure as teacher educators. Keeping these challenges in mind, the interactions between our two roles benefitted our students as our teaching became more critical and deeper. This collaborative self-study unpacks the intersecting positions of immigrant mother and teacher educator insightfully and reveals the development of pedagogical practices. It also suggests directions for classroom teachers and future researchers in relation to immigrant children and families. 相似文献
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ABSTRACTGlobal multicultural teacher education courses and programs have made claims to offer Prospective Teachers (PSTs) a global understanding of diversity and multiculturalism. However, there is very little research that has examined the classroom experiences of PSTs and teacher educators. Drawing on a collaborative autoethnography, this article explores the ways our transnational identities shaped our experiences (as a PST and a teacher educator) in a global teacher education course focused on diversity and multiculturalism. We were guided by the following research question: How do we, as South Asian transnational migrants, experience the curriculum of a global multicultural education course in the United States? We found that the curricular nationalism within multicultural education courses often negates any critical engagement with the influence of transnationalism on immigrants and their educational experiences. Transnational migrants are expected to translate their experiences, cultural practices, and life ways to fit into the container of the U.S. nation-state. Furthermore, there was a visible absence of narratives and research about transnational lives and identities in the course curriculum. As teacher education programs prepare PSTs to enter classrooms with growing immigrant populations, it is important that we attend to this glaring gap in both practice and research. 相似文献
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《Studying Teacher Education》2013,9(2):119-136
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
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《Studying Teacher Education》2013,9(1):5-16
The growth in the field of self-study of teacher education practices has largely been based on teacher educators' desire to better understand teaching and learning about teaching. This paper reviews research over the last decade that has been important in shaping understandings of self-study and the issues, concerns and agendas that are emerging as crucial to furthering the work. A major purpose of the paper is to draw particular attention to ways of expressing the learning from self-study so that it might be meaningful and applicable in practice for other teacher educators; especially in relation to developing a pedagogy of teacher education. 相似文献
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This co/autoethnography uses our lens as university faculty to examine how engaging in a year-long self-study with mentors nurtured a complicated third space where we could together begin to reimagine our roles as teacher educators. Two secondary faculty members and a doctoral assistant used co/autoethnography to revisit a collaborative self-study with mentors to better identify both the individual and programmatic complexities that arise when a third space is opened and we are invited to reinvent our perspectives and responsibilities as co-teacher educators. We ask two questions: What happens when faculty facilitate a third-space teacher education program with mentor teachers? How does this third space influence the teacher education practices in an urban teacher residency program? We present a series of tensions about our work together as teacher educators in the third space. They include professional into authentic relationships, authority into collaboration, collaborative agency into individual agency, and apprenticing to master teacher into apprenticing within a collective. Following findings about each tension, we discuss how we as faculty navigated each tension. Finally, we consider the implications of our work for all field-based teacher education programs. 相似文献
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ABSTRACTA 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, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy. 相似文献
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《Studying Teacher Education》2013,9(1):16-31
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
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This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses, ultimately becoming more deliberate and responsive in our planning. We engaged in more in-depth inquiry into our teaching as we inquired into the core practices with our teacher candidates and also noticed an enhanced use of shared language. Core practices work influenced our perspectives on the work of teacher educators by reaffirming our belief in the complexity of teaching and teacher education, raising important questions about the relationship between commitments and core practices and underscoring the value of learner-centered practices in teacher education. The finding of this self-study suggest that core practices present an opportunity to engage novice teacher educators in reflection, collaboration, and inquiry central to teacher education. 相似文献
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《The Educational forum》2012,76(1):4-17
ABSTRACTThis paper presents a collaborative self-study of three teacher educators and how they understood, practiced, and promoted democratic education in response to the divisive rhetoric of 2015–2016 at a Hispanic-Serving Institution (HSI) in Southern California. The prevalence of neoliberal ideologies throughout the 2016 election season challenged our understandings of democratic education. Therefore, we explore how teacher educators promote democratic education and pedagogy during times of political uncertainty. 相似文献
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While there is a growing literature focused on doctoral preparation for teaching about science teaching, rarely have recommendations extended to preparation for teaching science content to teachers. We three doctoral students employ self-study as a research methodology to investigate our developing pedagogical content knowledge for teaching science to teachers during a mentored internship in an elementary teacher professional development program. With our mentor, we examine critical incidents in the experience that supported new insights about teaching teachers and about ways in which beginning teacher educators need to develop their existing pedagogical content knowledge for teaching science to students in order to teach science effectively to teachers. We emphasize ways in which doctoral internships can support this learning and how our respective cultures shaped our interactions with and perceptions of teachers as learners. 相似文献
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In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. 相似文献
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《Studying Teacher Education》2013,9(3):209-225
Teacher education programs have a critical role in helping incoming teachers develop a deeper understanding of lesbian, gay, bisexual, and transgender (LGBT) issues and their moral and legal obligations to counter homophobic bullying. In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Canadian city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. In particular, they consider (1) their commitment to this work; (2) why they taught the way they did; (3) the impact their approach had on teacher candidates in the workshops; and (4) what the study revealed about their teacher education practices. 相似文献
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《Studying Teacher Education》2013,9(2):198-216
ABSTRACTIn 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 a series of workshops for a cohort of elementary teacher education candidates. Our specific focus was rooted in the meanings that applied theatre teaching strategies suggested for us as teacher educators and for the teacher candidates we prepare to teach in schools. We also sought implications that might cultivate broader critical discourses within and across teacher education about diversity. Our blending of self-study with arts-based pedagogies was a purposeful effort to expand our students’ and our own professional subjectivities by disrupting xenophobic and racialized public discourse about national borders using play-based strategies to foster risk and generativity. 相似文献