Studying Teacher Education最新文献_第8页

Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study 在新冠肺炎对教师教育的干扰中实施关怀教学法的尝试——一项协作式自学研究

IF 1.6

Studying Teacher Education Pub Date : 2021-05-04 DOI: 10.1080/17425964.2021.1925644

B. Moorhouse, M. C. Tiet

{"title":"Attempting to Implement A Pedagogy of Care during the Disruptions to Teacher Education Caused by COVID-19: A Collaborative Self-Study","authors":"B. Moorhouse, M. C. Tiet","doi":"10.1080/17425964.2021.1925644","DOIUrl":"https://doi.org/10.1080/17425964.2021.1925644","url":null,"abstract":"ABSTRACT This article reports on a collaborative self-study conducted by the authors (two teacher educators) as we attempted to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19. Due to the pandemic, we were required to conduct our teacher education courses synchronously online through video-conferencing software. Although this mode of instruction allowed us to continue teaching despite the restrictions necessitated by COVID-19, the relational aspect of teaching and the role of care seemed to be limited and became an important concern for us. Through self-study, we aimed to improve our online teaching practices by enacting a pedagogy of care during one full semester. We detail our attempts to conceptualise a pedagogy of care for the online classroom, begin our courses from a position of care and prioritize and maintain care throughout the semester. We also present the ongoing challenges we experienced in implementing a pedagogy of care online. While recognising that everyone has been affected by COVID-19 in different ways, we hope through sharing our experiences, others can learn from them and conceptualise and implement a pedagogy of care in their contexts.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"111 1","pages":"208 - 227"},"PeriodicalIF":1.6,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80986245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 19

Opportunities and Costs: A Self-Study of Coordinating Teacher Education Programs 机会与成本:协调教师教育项目的自我研究

IF 1.6

Studying Teacher Education Pub Date : 2021-05-04 DOI: 10.1080/17425964.2021.1935229

J. Myers, M. Hughes

引用次数: 1

Who Does Self-Study and Why? 谁要自学，为什么要自学?

IF 1.6

Studying Teacher Education Pub Date : 2021-05-04 DOI: 10.1080/17425964.2021.1947132

A. Berry, J. Kitchen

引用次数: 2

Self-Study: Challenges and Tensions in Supervising and Teaching Graduate Teaching Assistants 自学:研究生助教监督与教学的挑战与紧张

IF 1.6

Studying Teacher Education Pub Date : 2021-04-19 DOI: 10.1080/17425964.2021.1908985

Ching-Hsuan Wu

{"title":"Self-Study: Challenges and Tensions in Supervising and Teaching Graduate Teaching Assistants","authors":"Ching-Hsuan Wu","doi":"10.1080/17425964.2021.1908985","DOIUrl":"https://doi.org/10.1080/17425964.2021.1908985","url":null,"abstract":"ABSTRACT This self-study researched my professional development as a teacher educator who was supervising and teaching Graduate Teaching Assistants (GTAs). I chose self-study as my research method primarily because it allowed me to document and study my own pedagogical thoughts and actions in relation to my supervisees, construct my personal practical knowledge out of my experiences and introspection, and have my subsequent actions progressively reflect the newly generated knowledge. The research questions are: (1) In what ways are my assumptions and actions as a supervisor challenged? and (2) How do tensions that arise during my work with GTAs in instructional practices, professionalism, and idea-elicitation contribute to the refinement of my clinical pedagogy? To answer these questions, I reflected on my dual-role experience working with GTAs based on Burns and Badiali’s conceptual framework for clinical pedagogical skills, foregrounded the process and the tensions as I tried to grow as a supervisor, and listened to my own varied voices as interpretative lenses to study my action. I want to share my findings with others who are in similar situations as teacher educators seeking to prepare novice instructors and simultaneously manage frustrations. I also aspire to reach novice teachers who are interested in understanding the clinical faculty’s side of the process. The challenges, tensions, and development in clinical pedagogy examined in this article offer insights on teacher preparation and contribute to the creation of a more productive and collegial experience of teacher education for both supervisors and supervisees.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"32 1","pages":"162 - 187"},"PeriodicalIF":1.6,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77816208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Considering Implications for Self and Institutions in Navigating Transitions in Teacher Education Administration 考虑在教师教育管理转型中对自我和机构的影响

IF 1.6

Studying Teacher Education Pub Date : 2021-04-12 DOI: 10.1080/17425964.2021.1914570

Laura C. Haniford, Laurie A. Ramirez, V. Allison

引用次数: 1

Learning to Breathe Again: Found Poems and Critical Friendship as Methodological Tools in Self-Study of Teaching Practices 学习再次呼吸:发现诗歌和批判性友谊作为教学实践自学的方法论工具

IF 1.6

Studying Teacher Education Pub Date : 2021-04-01 DOI: 10.1080/17425964.2021.1910807

Christi U. Edge, E. Olan

{"title":"Learning to Breathe Again: Found Poems and Critical Friendship as Methodological Tools in Self-Study of Teaching Practices","authors":"Christi U. Edge, E. Olan","doi":"10.1080/17425964.2021.1910807","DOIUrl":"https://doi.org/10.1080/17425964.2021.1910807","url":null,"abstract":"ABSTRACT This self-study demonstrates how crafting found poems and critical friendship facilitated unstitching and (re)stitching narrative understanding for purposes of learning from pedagogy for improving practice. Findings extend existing literature by documenting how composing found poems from previous, dissertation research is a tool for inquiry, analysis, and representation for meaning-making within self-study methodology. Two sets of artifacts included the researchers’ dissertations framed as composite stories and drafts of found poems; these data were positioned and repositioned, woven as artifacts, field texts, and representations. We inquired how we might reposition ourselves to hear the multivoicedness of our temporal, personal-professional, and conceptual (con)texts. We asked, how might we utilize a familiar teaching practice to inquire into our lived experiences? How might found poems be positioned as both a methodological tool for analyzing completed research and representing meaning-making from deeply constructed narrative experiences? Found poetry enabled the researchers to evoke the fourth and fifth envisionment-building stances (Langer, 2011a), enabling them to ‘step back’ and reconsider what they know, and to develop deeper understandings that disrupted and transformed understanding. Through self-study with a critical friend, the poem as meaning-making event unfolded before us, weaving new threads, in the space of new tensions, resulting in new understandings. Analyzing and representing data through the process of composing found poems with a critical friend generates the vulnerable-confident; self-other; vision-revision; reading-composing; critiquing-discovering; powerful-empowering; learning-teaching; textual-intertextual; aesthetic-efferent; three-dimensional spaces for ongoing transformation where silent voices are liberated and heard through collaborative self-study methodology.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"12 1","pages":"228 - 252"},"PeriodicalIF":1.6,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83538988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Fostering a Critical Friendship between a Program Coordinator and an Online Adjunct to Achieve Reciprocal Mentoring 培养项目协调员和在线辅助人员之间的重要友谊，以实现互惠指导

IF 1.6

Studying Teacher Education Pub Date : 2021-03-19 DOI: 10.1080/17425964.2021.1903413

C. Baker, Laura E. Bitto

{"title":"Fostering a Critical Friendship between a Program Coordinator and an Online Adjunct to Achieve Reciprocal Mentoring","authors":"C. Baker, Laura E. Bitto","doi":"10.1080/17425964.2021.1903413","DOIUrl":"https://doi.org/10.1080/17425964.2021.1903413","url":null,"abstract":"ABSTRACT In this article we explore how engaging in collaborative self-study resulted in a reciprocal mentorship platform for a mathematics specialist program coordinator and online adjunct instructor. Through the use of our mutually developed norms and a reflective dialogue protocol we examined how we were able to bridge our contexts so that we could equally engage in a graduate mathematics teacher leadership course that only one was teaching. Employing a self-study methodology centered on dialogue, we co-planned and designed learning opportunities in which data was collected using synchronous online tools, agendas, notes and audio recordings from our weekly phone conversations. This ultimately influenced our understanding of what it takes to communicate clearly when conducting a self-study that spans both physical distance, heirarchial rank, and context. The pivotal learning experiences through the implementation of a reflective protocol and collaborative norms will provide other teacher educators who engage in self-study with tools to support their own learning, advance their practice, and promote critical reflection. This study also adds to the literature on adjunct professors in both higher education and self-study.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"35 1","pages":"188 - 207"},"PeriodicalIF":1.6,"publicationDate":"2021-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87165180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Care Ethics in Online Teaching 网络教学中的关怀伦理

IF 1.6

Studying Teacher Education Pub Date : 2021-01-02 DOI: 10.1080/17425964.2021.1902801

Colette Rabin

引用次数: 5

‘Will This Build Me or Break Me?’: The Embodied Emotional Work of a Teacher Candidate “这会成就我还是毁了我?”:一位教师候选人的具体情感工作

IF 1.6

Studying Teacher Education Pub Date : 2021-01-02 DOI: 10.1080/17425964.2021.1878350

Elizabeth M. Finlayson, E. Whiting, R. Cutri

{"title":"‘Will This Build Me or Break Me?’: The Embodied Emotional Work of a Teacher Candidate","authors":"Elizabeth M. Finlayson, E. Whiting, R. Cutri","doi":"10.1080/17425964.2021.1878350","DOIUrl":"https://doi.org/10.1080/17425964.2021.1878350","url":null,"abstract":"ABSTRACT This year-long study by an undergraduate teacher candidate explores the identity and emotional work involved in learning decisions through her teacher preparation program. Using personal reflections, analytic memos, and notes, she was able to discover patterns of learning in the emotional geographies in teacher education. Further, we employed both a critical and meta-critical friend to rigorously develop and interrogate themes and interpretations. Findings revealed that decisions to ‘invest’ in any particular learning context did not merely constitute an intellectual commitment. Rather embodied emotional responses to persons, ideologies, and environments challenged her to make sense of her place in emotional geographies. Her decision-making process involved moving toward investing in learning or presenting a more superficial performance. These decisions depended, in part, on her deliberations of whether the emotional geographies provided opportunities that she perceived would ‘build her’ or ‘break her.’ We assert that learning actively requires students to make decisions about their position, identity and belonging within educational relationships. Attending to embodied emotional work in classroom learning is often understudied, and yet is relevant to issues of power and equity with teacher education. This self-study offers teacher educators and researchers a glimpse into the benefits of a teacher candidate initiating and conducting a self-study and suggests that this could be a fruitful area to pursue methodologically. This research contributes a deeper understanding of such emotional work and how self-study involving teacher candidates can be used as a source of knowledge in teacher preparation programs.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"21 1","pages":"82 - 99"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73460419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

The Whole is Greater than the Sum of the Parts: A Self-Study of Equity and Inclusion in Online Teacher Education 整体大于部分之和:网络教师教育公平与包容的反思

IF 1.6

Studying Teacher Education Pub Date : 2021-01-02 DOI: 10.1080/17425964.2021.1897975

L. Donovan, Tim D. Green, Erin D. Besser, Edward L. F. González

{"title":"The Whole is Greater than the Sum of the Parts: A Self-Study of Equity and Inclusion in Online Teacher Education","authors":"L. Donovan, Tim D. Green, Erin D. Besser, Edward L. F. González","doi":"10.1080/17425964.2021.1897975","DOIUrl":"https://doi.org/10.1080/17425964.2021.1897975","url":null,"abstract":"ABSTRACT This self-study examines the intersectionality of online teaching, inclusive teaching practices, and culturally responsive teaching in an online graduate teacher education program. Inspired by student perceptions of the promotion of equity and inclusion in the online program, our critical friends group engaged in ongoing reflection and discourse about our current practice as teacher educators and as a program. At the onset of the self-study, we believed that our practices were promoting inclusivity and equity for our students. We discovered, however, that despite our intentional efforts to model and promote these, we each had room to improve our practice. As a result, we engaged in professional development to better equip ourselves to model and promote equity and inclusion in our online teacher education program. We found that there is considerable overlap in research-based effective practices for online teaching, culturally responsive teaching, and inclusive teaching. We have provided recommendations for teacher educators to consider as they design for and model the intersectionality of equity and inclusion in their practice.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"10 1","pages":"57 - 81"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91177037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7