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Pithouse-Morgan, Kathleen; Samaras, Anastasia P. – Studying Teacher Education, 2019
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…
Descriptors: Interdisciplinary Approach, Self Evaluation (Individuals), Professional Development, Poetry
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Samaras, Anastasia P.; Frank, Toya Jones; Williams, Monique Apollon; Christopher, Emily; Rodick, William Harry, III. – Studying Teacher Education, 2016
Student feedback collected through program evaluation of secondary education licensure and Master's program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with…
Descriptors: Self Evaluation (Groups), Program Improvement, Clinical Experience, Program Evaluation
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Grimmett, Helen – Studying Teacher Education, 2016
Contemporary approaches to pre-service teacher education and in-service teachers' professional development increasingly reflect the general paradigm swing in education, advocating for dialogic co-construction of understandings of teaching and learning rather than monologic telling of how to be a teacher or how to improve teaching practice.…
Descriptors: Preservice Teacher Education, Inservice Teacher Education, Professional Development, Reflective Teaching
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Loughran, John; Brubaker, Nathan – Studying Teacher Education, 2015
This article examines the learning by a dean of education through the process of executive coaching. In adopting a self-study approach to explore the experience of executive coaching, we draw on the notion of critical friendship as a way of interrogating the experience and the response to that experience in terms of leadership development and…
Descriptors: Deans, Coaching (Performance), Professional Development, Leadership Training
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Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine – Studying Teacher Education, 2015
This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes…
Descriptors: Autobiographies, Ethnography, Literacy, Professional Development
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Newberry, Melissa – Studying Teacher Education, 2014
The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…
Descriptors: Teacher Educators, Professional Identity, Alternative Teacher Certification, Professional Development
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Akinbode, Adenike – Studying Teacher Education, 2013
This article discusses a process of self-inquiry that took the form of a narrative journey of transformation. The process included reflective practice deepened by focusing on the lived experience of being a teacher, and as the process unfolded I sought to discover more about classroom events as lived experiences for teacher and students. The…
Descriptors: Reflective Teaching, Professional Development, Personal Narratives, Experience
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Auld, Glenn; Ridgway, Avis; Williams, Judy – Studying Teacher Education, 2013
This article 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. Rather than marking written work as individual lecturers, we collaboratively read each assignment and recorded a…
Descriptors: Assignments, Feedback (Response), Teacher Collaboration, Teacher Educators
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Ramirez, Laurie A.; Allison-Roan, Valerie A.; Peterson, Sandra; Elliott-Johns, Susan E. – Studying Teacher Education, 2012
Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle…
Descriptors: Feedback (Response), Foreign Countries, Beginning Teachers, Teacher Educators
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Ritter, Jason K. – Studying Teacher Education, 2011
This article reports on the affective challenges I experienced while attempting to develop a pedagogy of teacher education during my first three years in teacher preparation. Data were collected systematically over the course of the study in the form of written interpretive accounts of my experiences. Analysis of these accounts revealed how…
Descriptors: Preservice Teacher Education, Teacher Educators, Teaching Methods, Data Collection
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Patrizio, Kami M.; Ballock, Ellen; McNary, Scot W. – Studying Teacher Education, 2011
This self-study explores the role of collaboration in the development of three new faculty members as teacher educator-researchers. The research finds that protocol-structured dialogue about artifacts of classroom practice promotes understanding of the complex relationships among teachers, student, content, and context. We also report on the…
Descriptors: Theory Practice Relationship, Cooperation, Researchers, Teacher Educators
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Cutri, Ramona Maile; Manning, Jill Michelle; Chun, Marc – Studying Teacher Education, 2011
In contrast to the common deficit approach, this self-study explores the relationship between the funds of knowledge possessed by people of poverty and their development of professional identity in academia. All three authors have moved beyond conditions of financial poverty, but all find that the mental conditions of poverty persist. We conclude…
Descriptors: Poverty, Doctoral Degrees, Self Concept, Graduate Study
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Margolin, Ilana; Tabak, Edith – Studying Teacher Education, 2011
This collaborative self-study explores the co-construction of professional teacher education knowledge through mentoring, framed within the notion of working in an interpretive zone. The study is set in a learning community established in a college of education where Ilana was the head of the elementary department and Edith served as a new…
Descriptors: Teacher Education, Organizational Change, Knowledge Base for Teaching, Mentors
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Bullock, Shawn Michael; Ritter, Jason K. – Studying Teacher Education, 2011
An emerging body of self-study of teacher education practices research considers whether classroom teaching experience and doctoral study constitute sufficient preparation for engaging in the work of teacher education. As new academics who explored this issue as graduate students, we turned to one another in this collaborative self-study to…
Descriptors: Teacher Education, Graduate Students, Teaching Experience, Reflective Teaching
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Davey, Ronnie; Ham, Vince; Gilmore, Fiona; Haines, Gina; McGrath, Ann; Morrow, Donna; Robinson, Robyn – Studying Teacher Education, 2011
Much of the self-study of teacher education practices literature characterizes self-study as a collaborative activity involving various degrees of cooperation and interaction with others, both the others who are our students and the collegial others who assist us in our inquiries into our own professional practices. However, while many…
Descriptors: Teacher Education, Privatization, Foreign Countries, Reflective Teaching
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