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1.
This autoethnographic self-study describes my interpretations of multicultural awareness, with special attention to multilingual awareness (MLA), based on my interactions with 52 students in the context of two literacy courses over a period of one year. An autoethnographic self-study provided an avenue to harness my reflections on practice and to study the ways in which my practice reflected awareness of my role as an educator. Findings from my teaching videos, written responses to students, and student evaluations suggested that my communication patterns with students reflected certain elements of multicultural awareness, as displayed by my attention to individual predispositions, cultural practices and personal stereotypes. The findings also appeared to indicate that multicultural and MLA interacted to reflect facilitation and symbiosis. Facilitation seemed apparent in my awareness of differences among students’ cultures and my own as I monitored my linguistic processing. Symbiosis appeared to emanate from the recognition of how my response to individual predispositions facilitated my application of conversational strategies based on feedback. This, in turn, heightened my attention to stereotypical attitudes and behaviors. Implications for multicultural teacher education include the benefits of using autoethnographic self-study to scrutinize educators’ awareness in practice as they determine the impact of this awareness on their instructional roles in multicultural teacher education. By extension, the study suggests that autoethnographic self-study research can provide additional lenses through which to interrogate monolithic perceptions of diversity in multicultural teacher education.  相似文献   

2.
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 Kevin’s reflective journal and regular debriefing discussions between Kevin and his critical friend, Tim. Data were analyzed with a focus on identifying turning points in Kevin’s understanding of his practice. This resulted in the construction of three themes related to (a) subjective theories drive doctoral education, (b) working through insecurities and the imposter syndrome, and (c) the sociopolitics of higher education. Results are discussed with reference to the self-study literature and socialization into higher education faculty roles. Recommendations are provided for the preparation of faculty member to fill roles as doctoral supervisors.  相似文献   

3.
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   

4.
ABSTRACT

In this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.  相似文献   

5.
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 to most self-study work, it has included my dialogic engagement with literary (Audre Lorde and Gloria Anzaldúa) and popular (J. K. Rowling’s Harry Potter series) textual critical partners. In highlighting the role of these textual partners in my self-study research, I draw upon the field of cognitive poetics and reader response theory to push against the boundaries of self-study practice and methodology.  相似文献   

6.
Abstract

This self-study frames the influences of cooperating (or mentor) teachers on teacher candidates in my teacher education classroom as an action-at-a-distance on my pedagogy of teacher education; that is, a tacit set of influences and expectations that teacher candidates develop about my course before it even begins. Interviews with teacher candidates enabled me to develop two conceptual metaphors to think about the relationships candidates develop with cooperating teachers on practicum. The first, freedom with foundation, reflects the fact that teacher candidates hope to have considerable autonomy in their practicum placements while simultaneously having the support from their cooperating teacher to receive meaningful, regular, feedback. The second, power and performance, names the tensions teacher candidates feel in experiencing the practicum as a site of performance rather than as a site of learning. I offer some specific pedagogical ways in which I have responded to these issues before making a turn to self. I examined journal entries from my own experiences as a teacher candidate 20 years ago with a view to understanding the ways in which the two metaphors may have played a role in my own development as a teacher. This research compels me to attend explicitly to action-at-at-distance forces in my teacher education classroom, such as candidates’ relationship with cooperating teachers and my relationships with my former cooperating teachers.  相似文献   

7.
The purpose of this article is to use self-study methodology to analyze critically the impact of 30 years of non-formal education on my development as a teacher educator. I begin within a particular conception of self-study research and make a case for situating martial arts as non-formal education. The data for this article are presented as a series of episodes, in which I write a short paragraph about each phase in my development as a martial artist and comment on my approach to learning and teaching, where appropriate, during each episode. At the end of the article, I draw several links to self-study literature and to my own understanding of teacher education. In so doing, I demonstrate the value of examining the impact of non-formal education experiences as a teacher educator.  相似文献   

8.
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   

9.
《The Educational forum》2012,76(1):29-47
ABSTRACT

This essay considers school and external factors that influenced a teacher’s decision to pass a high school student, thus allowing him to graduate high school. I explore my role in understanding and then enacting change within the classroom. This article prompts educators to self-reflect on their positionality, moral decision-making, and culturally relevant pedagogies to address inequities within their institutions. This self-study is example of research that informs teachers about the complexities of ethical and moral decision making in the classroom.  相似文献   

10.
ABSTRACT

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the impacts of new pedagogies, and findings that emerged. These are summarized in relation to the conditions that both undergirded and elevated students’ engagement, and directions for further research to advance the praxis of action research across teacher education contexts.  相似文献   

11.
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12.
Abstract

This self-study examines a teacher educator’s quest to provide an integrated practice-and-theory approach to learning to teach that places the experiences of the teacher candidates at the centre of the curriculum by focussing on their developing questions, challenges and issues through socio-constructivist discussions of their emerging practices. Constraints of university structures with regards to offering such an approach are discussed, including the impact that offering seminars on the university campus rather than in schools has on teacher candidates’ ability to integrate theories and practices of learning to teach. The research questions guiding this study include: How can I understand what process candidates actually undergo during practicum in the development of their ability as teachers vis-à-vis my course?, and How can I re-structure and re-organize my course to enhance the development of candidates’ practice as teachers? Data include interviews with volunteer student participants before and after observations made during classroom visits as well as discussions with groups of students. Analysis is based on reading and rereading the data as well as discussing it with the larger research team. The findings include the realization of how little of my course is integrated into my teacher candidates’ teaching, how much greater the influence of their mentor teacher is, and the extent to which teacher candidates need explicit help and guidance to transform or reframe their teaching. The article concludes with specific suggestions for adjusting a seminar associated with the practicum to enhance the development of a practice-and-theory approach to teaching.  相似文献   

13.
Abstract

Teacher education programs that appear to be more successful work to thread practicum experiences and on-campus courses with an eye to achieving overall program coherence. As part of a funded research project centred on understanding how teacher candidates perceive quality in their practicum experiences and, by extension, in their professional learning, focus groups were recruited for a series of discussions that extended over an academic year. I undertook this self-study in an attempt to examine the conditions for learning that made these focus groups so successful by virtue of participants’ commitment, engagement, focus and drive to become the best teachers they could possibly be. Self-study was an avenue for me to develop insights into my practice and to identify ways to move forward to become a more effective teacher educator who could model and scaffold responsive listening and relationship-building for future teachers. The two questions driving this self-study were “How does adopting and promoting a listening perspective improve participants learning?” And “What is transformative about responsive listening?” Identifying and challenging my assumptions were initial steps in understanding what a listening perspective entails, the importance of authorizing student perspectives and developing their pedagogical voices. Responsive listening became a means to interrogate my practice, to reframe my experience, to work in and from action, and to become more comfortable with the uncertain spaces where deep learning can occur – for myself and for those whom I teach. In so doing, I came closer to appreciating the possibilities for transformation.  相似文献   

14.
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   

15.
Abstract

Traditionally, universities of technology (UoTs) have focussed on education to prepare students for the workplace. The Durban University of Technology (DUT) is currently undergoing a pedagogical transformation with the inclusion of a general education curriculum that aims to prepare students for an increasingly complex globalised work environment. This critical paradigm shift in curriculum design foregrounds new ways of teaching, thinking and learning based broadly on humanistic principles. Writing centres in universities are positioned to sustain a teaching and learning environment in which students grow as critical citizens. This article reports on research that explored – through the thematic analysis of tutor reflections – how a humanising pedagogy underpins a responsive writing centre practice within the changing South African context. Thematic analysis of the tutors’ reflections revealed their self-awareness of the significance of communities of practice in their work. These communities of practice could be seen to cultivate a humanising pedagogy within writing centre work, which might contribute to the aesthetic, socio-political and cultural environments in which students live and work.  相似文献   

16.
There is little research in the area of understanding educational leaders’ psychological processes. This lack of understanding leaves educational leaders to develop their own sense-making practices while in the complex and stressful act of leading. This self-study, conducted over more than half a school year in 2014–2015, was my own effort to do just that: to understand myself as a leader by examining various influences on my role using a four-quadrant framework for leadership. The findings highlight two significant areas influencing my leadership practices: the internal-entity quadrant, defined as the leader’s personal values and beliefs, and the internal-context quadrant, defined as the leader’s perception of the various contextual influences surrounding her role. Adopting this framework for my thinking allowed a more objective view of my practice and the beliefs and assumptions operating within my practice. While this work is, at a personal level, my own struggle to understand the complexities of leading, it is also examines one way in which district leaders might begin to think about their own sense-making practices using self-study methods.  相似文献   

17.
Developing holistic practice through reflection,action and theorising   总被引：1，自引：1，他引：0  
This article outlines how I, as a primary teacher engaging with a self-study action research process, have come to a deeper understanding of my practice. It explains how I have also come to an understanding of why I work in the way I do; of how this understanding influences my work, and the significance of this new understanding. My work as a teacher frequently includes doing collaborative digital projects with my class. As I engaged in research on my practice, I initially experienced difficulties problematising this work. I struggled to achieve clarity not only with engaging in critical thinking but also with articulating my educational values. I found Mellor’s idea about ‘the struggle’ helpful as he explains how ‘the struggle’ is at the heart of the research process. My new understanding around these collaborative projects emerged in terms of holistic practice; clarifying my ontological values and learning to think critically. I am now generating an educational theory from my practice as I see my work as a process for developing spiritual and holistic approaches to learning and teaching. I conclude by outlining what I perceive to be the significance of my work and its potential implications for education.  相似文献   

18.
This article reports on a two-year self-study exploring my roles and evolving philosophy as an early childhood teacher educator teaching diversity in the US. I was interested in better understanding how and what I can learn from the complexity of my teaching experiences. Data included my professional journals, students’ reflection journals, and communication with a critical friend. I examined, when teaching diversity, how I constructed and navigated my roles, how the students constructed and perceived my roles, and how they have transformed my instructional philosophy and practices. The findings illustrated a dynamic and tension-filled experience of a teacher educator teaching diversity in the US as a perceived outsider, suggesting that it was a reflexive learning opportunity. The findings are aligned with a growing recognition that appropriate time and space is necessary for teacher educators to share and exchange their experiences and to gain support for their professional development when teaching diversity. Further, the findings are supportive of the contribution of self-study research in advancing the broader field of teacher education research.  相似文献   

19.
ABSTRACT

This article focuses on ‘transition’ and how it is understood within higher education. Drawing on data from concept map-mediated interviews at two institutions, we examine the conceptions of transition held by academic and professional staff, who work to support students’ learning into and through higher education. We suggest that normative understandings of transition often draw upon a grand-narrative that orchestrates and reiterates a stereotypic understanding of students’ experiences. Often this narrative involves students’ interpellation into a field of discourse where the subject is constructed as both homogeneous and in deficit: ill-prepared, lacking in independence, as vulnerable and in need of support. However, this study suggests that beneath this discourse lies a more nuanced picture: one where students’ experiences can be conceptualised as diverse and fluid. Moreover, we employ the concept of pedagogic ‘frailty’ to expose the significance of the environments and wider contexts in which students ‘transition’, and to explore the impact of systemic tensions upon students’ experiences. This article further argues that future research should shift discussions away from the deficits of students, and examine how we can make underlying environmental and systemic challenges more explicit, in order to widen our understanding and discussions of these constraints.  相似文献   

20.
ABSTRACT

This research focuses on ‘sociotechnical imaginaries’ about education and learning emanating from the Edtech research and development sector. MindCet, the first Edtech incubator in Israel, aims to bring ‘disruptive innovation’ to the educational field, mainly by bringing in tech start-ups with their problem solving culture and practices. This centre acts as an intermediary between techno-business and education. Based on Biesta’s notion of ‘the new language of learning,’ my research shows how the learning imagined and constructed in techno-business production casts the student as a ‘user.’ I will argue that the construction of learners as ‘users,’ not ‘students,’ is crucial to understanding education technology production and discourse. This user-focused understanding of learning has implications for the commodification and depoliticization of education, and is an important factor in neo-liberal educational reforms and venture philanthropy interventions, both globally and locally.  相似文献   

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