NotesFAQContact Us
Collection
Advanced
Search Tips
Audience
Teachers3
Laws, Policies, & Programs
No Child Left Behind Act 20011
Assessments and Surveys
What Works Clearinghouse Rating
Showing 1 to 15 of 41 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Óskarsdóttir, Edda; Guðjónsdóttir, Hafdís; Tidwell, Deborah – Studying Teacher Education, 2019
This self-study, based on research, conducted over five years, focuses on my leadership role employing an inclusion model of education in a school in Iceland serving students from ages 6 to 16. In this article, we examine how Edda's practice helped support inclusion for the students, their families, and the teachers who engage with them. This…
Descriptors: Leadership Role, Inclusion, Elementary School Students, Secondary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Clift, Renée T.; Liaupsin, Carl – Studying Teacher Education, 2019
A 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…
Descriptors: Educational Policy, Regular and Special Education Relationship, Teacher Education, Special Education Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Makaiau, Amber Strong; Ragoonaden, Karen; Leng, Lu; Mangram, Charmaine; Toyoda, Mitsuyo – Studying Teacher Education, 2019
This article explores how five international colleagues from the USA, Canada, China, and Japan use self-study methodologies and online journaling to systematically examine the tensions surrounding the lived experiences of feminist academics in diverse global contexts. It draws from the theoretical foundations of critical qualitative inquiry,…
Descriptors: Feminism, Journal Writing, Faculty Development, Multicultural Education
Peer reviewed Peer reviewed
Direct linkDirect link
Sabatier, Cécile; Michael Bullock, Shawn – Studying Teacher Education, 2018
In this article, we engage in collaborative self-study through a critical friendship that is specifically designed to evoke our personal histories in relation to how we approach our practices as teacher educators. In particular, we focus on understanding the conceptual origins of our pedagogies of teacher education and how our identities as…
Descriptors: Multilingualism, Reflective Teaching, Teacher Educators, Professional Identity
Peer reviewed Peer reviewed
Direct linkDirect link
McCarthy, Mark D. – Studying Teacher Education, 2018
Within US teacher preparation programs, critical pedagogy and a desire for social change can lead teacher educators to prioritize transformation of prospective teachers' beliefs through self-reflection. In pursuit of effective critical pedagogies, teacher educators also need to examine their own practices and beliefs. This self-study, a…
Descriptors: Teaching Methods, Critical Theory, Teacher Education Programs, Teacher Educators
Peer reviewed Peer reviewed
Direct linkDirect link
DeMink-Carthew, Jessica; Grove, Rebecca; Peterson, Margaret – Studying Teacher Education, 2017
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,…
Descriptors: Teacher Educators, Beginning Teachers, Teaching Methods, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Butler, Brandon M.; Diacopoulos, Mark M. – Studying Teacher Education, 2016
This article documents the critical friendship of an experienced teacher educator and a doctoral student through our joint exploration of student teaching supervision. By adopting a co/autoethnographic approach, we learned from biographical and contemporaneous critical incidents that informed short- and long-term practices. In particular, we…
Descriptors: Teacher Supervision, Ethnography, Criticism, Student Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Poyas, Yael – Studying Teacher Education, 2016
This article describes a self-study pursuant to a clash between a lecturer and a student concerning the teaching of literature in a politically fraught context. The learning group is composed of Arab and Jewish teachers at a college in northern Israel. The work read by the group expresses a Palestinian perspective. The incident, discussed with…
Descriptors: Self Evaluation (Individuals), Literature, Political Issues, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Williams, Judy; Grierson, Arlene – Studying Teacher Education, 2016
This collaborative self-study details the experiences of an Australian teacher educator and a Canadian teacher educator, who led teacher candidates on international practicum placements to the Cook Islands and Kenya respectively. Focusing on critical incidents, they collaboratively analyzed dilemmas that occurred when providing professional…
Descriptors: Faculty Development, Critical Incidents Method, Teacher Education, Practicums
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Patriann; Warrican, S. Joel; Kumi-Yeboah, Alex – Studying Teacher Education, 2016
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…
Descriptors: Ethnography, Multilingualism, Metalinguistics, Cultural Awareness
Peer reviewed Peer reviewed
Direct linkDirect link
Allison, Valerie A.; Ramirez, Laurie A. – Studying Teacher Education, 2016
Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions--both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that…
Descriptors: Mentors, College Faculty, Journal Writing, Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
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
Peer reviewed Peer reviewed
Direct linkDirect link
Jónsdóttir, Svanborg R.; Gísladóttir, Karen Rut; Guðjónsdóttir, Hafdís – Studying Teacher Education, 2015
Teacher education is constantly being renewed in response to continuous social, economic and technological changes. In 2008, teacher education in Iceland was extended from a three-year to a five-year master's degree program and this significantly increased the number of students at the master's level. To respond to these changes, 3…
Descriptors: Teacher Education, Teacher Educators, Educational Change, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Coleman, Elizabeth; Leider, Megan – Studying Teacher Education, 2014
This study focuses on the experience of designing and implementing an action research-based curriculum in a secondary science classroom. By systematically examining ourselves and our practices, we brought to light beliefs and values that were realized through this process, came to a deeper understanding of our own learning, and developed new…
Descriptors: Secondary School Curriculum, Curriculum Design, Cooperation, Teaching Methods
Previous Page | Next Page »
Pages: 1  |  2  |  3