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ERIC Number: EJ1223496
Record Type: Journal
Publication Date: 2019
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study
Hamilton, Miriam
New Educator, v15 n3 p187-207 2019
This paper focuses on a teacher educator's professional learning gained while facilitating teacher research with teachers in Ireland. The teachers were engaged in a teaching portfolio development process, while the teacher educator conducted a concurrent self-study. Qualitative data was gathered and analysed from the teacher interviews, the teacher educator's reflective journaling and critical friend feedback to generate themes related to both teacher educator and teacher learning. New contextualized knowledge about teaching and learning and insights into facilitation skills in collaborative research design emerged as key findings, and this paper illustrates how self-study enables significant learning opportunities for teacher educators willing to co-position themselves as researcher and researched.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ireland