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Search Results for 'Collaborative self-study' (Keyword)
12 items found 1 / 2
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1   |   From section Multiculturalism & Diversity
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
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 Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Publication Year: 2012    |    Updated in ITEC: January 29, 2017
2   |   From section Teacher Educators
“Letting Go” vs. “Holding On”: Teacher Educators' Transformative Experiences with the Kite Syndrome
This collaborative self-study introduces a learning experience regarding the meaning of our roles as teacher educators in an open-space learning environment. The study documents a learning process in which the authors framed and reframed their understanding of the meaning of their roles as they changed perspectives and reconsidered practices.
Publication Year: 2013    |    Updated in ITEC: November 9, 2016
3   |   From section Teacher Educators
Digital Oral Feedback on Written Assignments as Professional Learning for Teacher Educators: A Collaborative Self-study
The current paper reports on a self-study of teacher educators involved in a preservice teacher unit on literacy. In this study, the teacher educators provided the preservice teachers with digital oral feedback about their final unit of work. The authors found that working as a team enabled them to provide more in-depth feedback on the assessment criteria for each assignment than was previously the case with written feedback. Through this dialogical feedback, the teacher educators were able to construct the preservice teachers’ assignments as an important textual gift for their collaborative professional learning.
Publication Year: 2013    |    Updated in ITEC: August 1, 2016
4   |   From section Teacher Educators
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Publication Year: 2011    |    Updated in ITEC: January 20, 2014
5   |   From section Teacher Educators
Negotiating a Team Identity through Collaborative Self-Study
The authors are teacher educators in the Academic College of Education (ACE) program at Kaye Academic College of Education. Over the years, the 10 teacher educators working in the program have developed a community of practice. In this article, the authors explore the crisis they confronted as a professional learning community, the tensions underlying the crisis, the paths to resolving their crisis, and their decision to look more closely at how collaborative communities of practice affect both group and individual identities. The data analysis revealed two general thematic tensions that supported the authors' understanding of their group’s crisis and led them to identify two metaphors that would help them develop a way out of their crisis. These tensions – preservation versus change and collective versus individual identity – related to their shared language and individual and group identity.
Publication Year: 2011    |    Updated in ITEC: January 14, 2014
6   |   From section Research Methods
Exploring the Transition into Academia through Collaborative Self-Study
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Publication Year: 2011    |    Updated in ITEC: December 10, 2013
7   |   From section Research Methods
Identifying Implications of Tensions in a Series of Collaborative Self-Study Groups
The authors are three professors whose interests in collaborative self-study processes have led them to a shared research project investigating their collective experiences. The authors' aim is to identify practical implications of the tensions that emerged from collaborative group study. The findings suggest that groups engaged in collaborative self-study have to be both open and closed. Negotiating the tensions of these apparent opposites locally and within the field may have a large impact on what self-study will become.
Publication Year: 2010    |    Updated in ITEC: February 21, 2011
8   |   From section Theories & Approaches
Interweaving Pedagogies of Care and Inquiry: Tensions, Dilemmas and Possibilities
This paper reports a collaborative self-study designed to examine the practices and experiences of a teacher educator and her students with the support of critical dialogue partners. The authors explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. The authors conclude that a mathematics teacher education course permeated with care and peppered with inquiry has the potential to build preservice teachers' confidence and empowerment as the course develops.
Publication Year: 2010    |    Updated in ITEC: February 13, 2011
9   |   From section Research Methods
Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project
The paper examines the potential contradictions of conducting a collaborative self-study research project within a poststructural framework. In particular, the author considers how humanist discourses are challenged by poststructural theory. She also discusses about the use of theory in self-study research. The author provides a poststructural analysis of the use of experience in the self-study data to demonstrate ways in which theory can support us to (re)view taken for granted concepts in education.
Publication Year: 2009    |    Updated in ITEC: May 4, 2014
10   |   From section Teacher Educators
Exploring the Radical Middle between Theory and Practice: A Collaborative Self-Study of Beginning Teacher Educators
This paper is a collaborative self-study of the authors' development as beginning teacher educators over the course of an academic year. The purpose of the authors' self-study was their shared interest in the role of theory and of practice in teacher education programs. Both authors kept personal journals of the ideas they explored during their discussion meetings. Their analysis suggests that theory and practice are densely interwoven aspects of teaching which can be tacitly separated by coursework in teacher education.
Publication Year: 2009    |    Updated in ITEC: June 22, 2010
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