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Showing 151 to 165 of 277 results Save | Export
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Brandenburg, Robyn; Gervasoni, Ann – Studying Teacher Education, 2012
The ethical practice underpinning self-study research has been addressed extensively in the literature of self-study of teacher education practices. Less attention has been paid to how researchers deal with ethical tensions and dilemmas when they arise unexpectedly during self-study research. In this article, we examine how the extrapolation and…
Descriptors: Ethics, Standards, Praxis, Critical Incidents Method
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McDonough, Sharon; Brandenburg, Robyn – Studying Teacher Education, 2012
The role of university-based mentors providing support for pre-service teachers (PSTs) on professional experience placements has long been an element of teacher education programs. These mentors often face challenging situations as they confront their own assumptions about teaching and learning, while also supporting PSTs who may be experiencing…
Descriptors: Preservice Teacher Education, Mentors, Teacher Education Programs, Foreign Countries
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Olsher, Gila; Kantor, Itay-Danny – Studying Teacher Education, 2012
This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when…
Descriptors: Mentors, Beginning Teachers, Teacher Educators, Teacher Collaboration
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Fransson, Goran; Holmberg, Jorgen – Studying Teacher Education, 2012
This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to…
Descriptors: Student Teachers, Educational Objectives, Knowledge Base for Teaching, Program Effectiveness
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Kim, Younghee M.; Greene, William L. – Studying Teacher Education, 2011
This three-year collaborative self-study examined the impact of core reflection on our identities and practices as teacher educators. We discovered four themes that defined the core identity issues in our study: (a) understanding the contradictory nature of core qualities; (b) confronting our own hypocrisies; (c) holding ambiguity; and (d)…
Descriptors: Teacher Educators, Teaching Methods, Reflection, Identification (Psychology)
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Young, Janet R.; Erickson, Lynnette B. – Studying Teacher Education, 2011
This is a self-study wherein we, two teacher educators who are both former public school elementary-grade teachers, sought increased understanding of our professional identities as teachers. We asked, "How is the professional identity of teacher educators mediated by their prior experience as teachers?" We independently created retrospective…
Descriptors: Teacher Role, Professional Services, Teacher Educators, History
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Murphy, M. Shaun; Pinnegar, Stefinee – Studying Teacher Education, 2011
Experience is fundamental in identity development. In research, concepts and issues around identity are shaped and confronted in moments of reflection. The act of reflection requires a backward attention to engender a present understanding and create future possibilities. Kim and Greene, and Young and Erickson capture this temporal aspect of…
Descriptors: Preservice Teacher Education, Beginning Teachers, Teacher Educators, Identification
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Rice, Mary – Studying Teacher Education, 2011
This self-study explores the range of stories I tell about coming to teach, my perceptions of the various audiences as I engage in the telling of such stories, and the competing and conflicting plotlines entailed in the set of stories. Using positioning theory and narrative inquiry tools, I identify and unpack a canon of stories that have one of…
Descriptors: Story Telling, Audiences, Personal Narratives, Teacher Attitudes
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Pinnegar, Stefinee; Murphy, M. Shaun – Studying Teacher Education, 2011
Research exploring the process of becoming a teacher educator always reveals the difficult balancing act that developing an identity as a teacher educator involves and the articles in this issue do just that. The Rice and McNeil studies of teacher educator identity in this issue are very revealing; they were conducted from the perspective of…
Descriptors: Teacher Educators, Identification, Theories, Speech
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Murphy, M. Shaun; Pinnegar, Stefinee – Studying Teacher Education, 2011
When the authors consider the articles by Bullock and Ritter, and Clift through the lens of role theory, both show how identity is, in part, constrained by the definitions of the roles individuals are assigned or take up and is developed from a response to the perception of individuals by themselves as well as by others as they act within these…
Descriptors: Teacher Education Programs, Teacher Educators, Role Theory, Teacher Role
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Pinnegar, Stefinee; Murphy, M. Shaun – Studying Teacher Education, 2011
Role theory is based in a conception of a social world wherein various roles are either available or made available and those participating in such worlds shape their identity according to the roles that are made available to them. In positioning theory, Haare and van Langenhove (1998) suggest that teachers are always in the process of…
Descriptors: Teacher Education, Change Agents, Teacher Educators, Role Theory
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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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Lee, Ji-Eun; Perlaki, Elizabeth; Stachelek, Renee – Studying Teacher Education, 2011
This article reports the collaborative self-study of a teacher educator and two teacher candidates, focusing on the unforeseen negativity of experiences encountered by the three researchers in both a university methods course and student teaching settings. The implication of this study helped the researchers foresee new hypothetical learning…
Descriptors: Student Teaching, Methods Courses, Teacher Education Curriculum, Researchers
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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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