Pub Date : 2020-06-21DOI: 10.1080/17425964.2020.1783527
Adrian D. Martin
ABSTRACT Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.
{"title":"Tensions and Caring in Teacher Education: A Self-Study on Teaching in Difficult Moments","authors":"Adrian D. Martin","doi":"10.1080/17425964.2020.1783527","DOIUrl":"https://doi.org/10.1080/17425964.2020.1783527","url":null,"abstract":"ABSTRACT Teacher educators who seek to advance social justice perspectives and promote equity-oriented dispositions often engage with challenging and controversial issues relevant to schooling, the lives of students, and the work of teachers. Addressing equity issues and controversial topics can be challenging and fraught with tensions for both students and teacher educators. The purpose of this self-study was to gain insight from a critical incident about a class discussion on an issue (i.e., gender normativity in curriculum and classrooms) that occurred in a graduate course for in-service teachers. The critical incident represented a challenging pedagogical moment given diverse perspectives on the issue. The qualitative inquiry was anchored in LaBoskey’s framing elements for self-study. Conceptual frameworks employed in analysis were Berry’s tensions in teacher education and Noddings’s ethic of care. Findings suggest that classroom discussions in moments of tension can be facilitated productively by (a) teacher educators acknowledging that the content under discussion may be of both political and personal relevance; (b) disclosing that the intent of discussions on controversial issues is to share and learn, not indoctrination; and (c) recognizing when continuing a discussion on a controversial issue is pedagogically unproductive. Implications for teaching practice and research are provided.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"61 1","pages":"306 - 323"},"PeriodicalIF":1.6,"publicationDate":"2020-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78320544","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}
Pub Date : 2020-06-18DOI: 10.1080/17425964.2020.1781613
Carin Appleget, Courtney Shimek, J. Myers, Breanya Hogue
ABSTRACT In this collaborative self-study, teacher educators/researchers in four different geographic, social, and cultural institutions of higher education implemented Culturally Proactive Pedagogy (CPP) learning events into their undergraduate literacy methods courses. Conceptually, this study used the Pose, Wobble, Flow (P/W/F) framework developed by Garcia and O’Donnell-Allen to build upon theories of culturally responsive teaching and culturally sustaining pedagogies. Our primary research questions were: What are our poses, wobbles, and flows while implementing culturally proactive pedagogies in literacy methods courses? What is learned from engaging in a self-study with critical friends? We acted as participants, teachers, and researchers throughout the self-study. By taking on these multiple identities, we hoped to grow and reflect on our personal and professional journeys as educators. Through a series of shared learning events taught in each of our classrooms, we collected data based on our reflections, monthly video meetings, and assignments completed by us and with our preservice teachers. Individual findings present each researcher’s poses, wobbles, and flows in implementing CPP. Additionally, the ways privilege, collaboration, and accountability through critical friends emerged as lasting lessons in this self-study research.
{"title":"A Collaborative Self-Study with Critical Friends: Culturally Proactive Pedagogies in Literacy Methods Courses","authors":"Carin Appleget, Courtney Shimek, J. Myers, Breanya Hogue","doi":"10.1080/17425964.2020.1781613","DOIUrl":"https://doi.org/10.1080/17425964.2020.1781613","url":null,"abstract":"ABSTRACT In this collaborative self-study, teacher educators/researchers in four different geographic, social, and cultural institutions of higher education implemented Culturally Proactive Pedagogy (CPP) learning events into their undergraduate literacy methods courses. Conceptually, this study used the Pose, Wobble, Flow (P/W/F) framework developed by Garcia and O’Donnell-Allen to build upon theories of culturally responsive teaching and culturally sustaining pedagogies. Our primary research questions were: What are our poses, wobbles, and flows while implementing culturally proactive pedagogies in literacy methods courses? What is learned from engaging in a self-study with critical friends? We acted as participants, teachers, and researchers throughout the self-study. By taking on these multiple identities, we hoped to grow and reflect on our personal and professional journeys as educators. Through a series of shared learning events taught in each of our classrooms, we collected data based on our reflections, monthly video meetings, and assignments completed by us and with our preservice teachers. Individual findings present each researcher’s poses, wobbles, and flows in implementing CPP. Additionally, the ways privilege, collaboration, and accountability through critical friends emerged as lasting lessons in this self-study research.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"31 1","pages":"286 - 305"},"PeriodicalIF":1.6,"publicationDate":"2020-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77820333","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}
Pub Date : 2020-05-03DOI: 10.1080/17425964.2020.1777763
A. Berry, J. Kitchen
This editorial is written in the midst of the covid-19 pandemic. Educators across the globe and at all levels of schooling have been forced to quickly adjust to this strange, uncertain and challeng...
{"title":"The Role of Self-study in Times of Radical Change","authors":"A. Berry, J. Kitchen","doi":"10.1080/17425964.2020.1777763","DOIUrl":"https://doi.org/10.1080/17425964.2020.1777763","url":null,"abstract":"This editorial is written in the midst of the covid-19 pandemic. Educators across the globe and at all levels of schooling have been forced to quickly adjust to this strange, uncertain and challeng...","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"35 1","pages":"123 - 126"},"PeriodicalIF":1.6,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78044289","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}
Pub Date : 2020-05-03DOI: 10.1080/17425964.2020.1763291
K. A. Richards, Victoria N. Shiver
ABSTRACT Self-study presents one approach to research that can be used to understand how current teacher educators and teacher education doctoral students (re)develop their practice and are socialized into academic norms. In some of these instances, faculty advisors may serve in a critical friendship capacity. This introduces an important power dynamic into the self-study process as advisors serve in a supervisory capacity over their students. The purpose of the current study was to understand the process through which a self-study-informed critical friendship influenced the development of our relationship as doctoral supervisor (Kevin) and doctoral student (Tori). Data came from each of our reflective journals as well as formal and informal critical friend discussions. Through qualitative data analysis, we sought to identify turning points through a collaborative process. Results indicated that engaging in a critical friendship through self-study provided us with the space and encouragement to critique traditional power structures and develop a more honest relationship. We specifically identified three turning points relative to the development of our mentoring relationship: (a) initial apprehensions and shared frustrations at the beginning of the process, (b) learning about and coming to trust one another through critical friendship, and (c) creating a more enjoyable and effective supervisory relationship. These results highlight both the benefits and challenges of faculty advisors serving as critical friends for their doctoral students and are discussed in relation to occupational socialization theory.
{"title":"Managing the Critical Friendship: Using Self-Study in the Doctoral Supervision Process","authors":"K. A. Richards, Victoria N. Shiver","doi":"10.1080/17425964.2020.1763291","DOIUrl":"https://doi.org/10.1080/17425964.2020.1763291","url":null,"abstract":"ABSTRACT Self-study presents one approach to research that can be used to understand how current teacher educators and teacher education doctoral students (re)develop their practice and are socialized into academic norms. In some of these instances, faculty advisors may serve in a critical friendship capacity. This introduces an important power dynamic into the self-study process as advisors serve in a supervisory capacity over their students. The purpose of the current study was to understand the process through which a self-study-informed critical friendship influenced the development of our relationship as doctoral supervisor (Kevin) and doctoral student (Tori). Data came from each of our reflective journals as well as formal and informal critical friend discussions. Through qualitative data analysis, we sought to identify turning points through a collaborative process. Results indicated that engaging in a critical friendship through self-study provided us with the space and encouragement to critique traditional power structures and develop a more honest relationship. We specifically identified three turning points relative to the development of our mentoring relationship: (a) initial apprehensions and shared frustrations at the beginning of the process, (b) learning about and coming to trust one another through critical friendship, and (c) creating a more enjoyable and effective supervisory relationship. These results highlight both the benefits and challenges of faculty advisors serving as critical friends for their doctoral students and are discussed in relation to occupational socialization theory.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"52 1","pages":"240 - 257"},"PeriodicalIF":1.6,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74777446","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}
Pub Date : 2020-04-23DOI: 10.1080/17425964.2020.1758654
T. Buttler
ABSTRACT As a teacher educator, I became concerned that my practice did not reflect my constructivist perspective. This realization disrupted my belief about my teaching efficacy. I understood that teacher education is often criticized for not sufficiently preparing teachers. Was I part of the problem? As a result, I initiated this study to examine my practice to identify how I might align my beliefs and practice. Using a self-study approach, I analyzed my teaching practices in a high school science classroom and during a science teacher education course. Brooks and Brooks’ guiding principles of constructivism provided the lens, and qualitative coding mechanics provided the basis for analysis. Finally, using a modified Theory of Planned Behavior, the findings revealed that I struggled to initiate meaningful constructivist-oriented activities in a high school setting. In a subsequent teacher education course, I exhibited a deeper understanding and application of constructivist-oriented pedagogies. The results lead to recommendations for my continual development, for other teacher educators who discover that they are also living as a contradiction, and for graduate schools who prepare teacher educators.
{"title":"Disrupting My Teaching Practices: A Teacher Educator Living as A Contradiction","authors":"T. Buttler","doi":"10.1080/17425964.2020.1758654","DOIUrl":"https://doi.org/10.1080/17425964.2020.1758654","url":null,"abstract":"ABSTRACT As a teacher educator, I became concerned that my practice did not reflect my constructivist perspective. This realization disrupted my belief about my teaching efficacy. I understood that teacher education is often criticized for not sufficiently preparing teachers. Was I part of the problem? As a result, I initiated this study to examine my practice to identify how I might align my beliefs and practice. Using a self-study approach, I analyzed my teaching practices in a high school science classroom and during a science teacher education course. Brooks and Brooks’ guiding principles of constructivism provided the lens, and qualitative coding mechanics provided the basis for analysis. Finally, using a modified Theory of Planned Behavior, the findings revealed that I struggled to initiate meaningful constructivist-oriented activities in a high school setting. In a subsequent teacher education course, I exhibited a deeper understanding and application of constructivist-oriented pedagogies. The results lead to recommendations for my continual development, for other teacher educators who discover that they are also living as a contradiction, and for graduate schools who prepare teacher educators.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"5 1","pages":"222 - 239"},"PeriodicalIF":1.6,"publicationDate":"2020-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86199687","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}
Pub Date : 2020-03-18DOI: 10.1080/17425964.2020.1742105
Amanda Gebhard
ABSTRACT This article is inspired by my experience of aiming to teach against oppression on my return to an elementary school classroom after completing doctoral studies in education. The tensions that surfaced as I attempted to disrupt oppressive school knowledge in my second and third grade classrooms motivated me to engage in self-study. Locating my work within the context of the Canadian Prairies, I answer the question of how power relations both constrained and opened up possibilities for disrupting oppressive discourses circulating in everyday life at school by offering a power/knowledge analysis of three critical incidents. My analysis traces how power was always at play through competing discourses of Whiteness, femininity, and colour-blindness as I aimed to resist traditional norms around school discipline; work against the privileging of White, male students; and accept the discomfort of talking to my young students about race and racism. By demonstrating how anti-oppressive practices necessitate the disruption of cherished narratives of neutrality and innocence in education, the findings contribute to understandings about what makes anti-oppressive education both difficult and possible. I emphasize the potential within everyday moments at school for disrupting oppressive discourses and highlight the usefulness of self-study as a tool for learning to teach against oppression as a lifelong endeavour.
{"title":"Power Relations, Knowledge Productions, and Teaching against Oppression in an Elementary Classroom on the Canadian Prairies: A Self-Study","authors":"Amanda Gebhard","doi":"10.1080/17425964.2020.1742105","DOIUrl":"https://doi.org/10.1080/17425964.2020.1742105","url":null,"abstract":"ABSTRACT This article is inspired by my experience of aiming to teach against oppression on my return to an elementary school classroom after completing doctoral studies in education. The tensions that surfaced as I attempted to disrupt oppressive school knowledge in my second and third grade classrooms motivated me to engage in self-study. Locating my work within the context of the Canadian Prairies, I answer the question of how power relations both constrained and opened up possibilities for disrupting oppressive discourses circulating in everyday life at school by offering a power/knowledge analysis of three critical incidents. My analysis traces how power was always at play through competing discourses of Whiteness, femininity, and colour-blindness as I aimed to resist traditional norms around school discipline; work against the privileging of White, male students; and accept the discomfort of talking to my young students about race and racism. By demonstrating how anti-oppressive practices necessitate the disruption of cherished narratives of neutrality and innocence in education, the findings contribute to understandings about what makes anti-oppressive education both difficult and possible. I emphasize the potential within everyday moments at school for disrupting oppressive discourses and highlight the usefulness of self-study as a tool for learning to teach against oppression as a lifelong endeavour.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"23 1","pages":"204 - 221"},"PeriodicalIF":1.6,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86657649","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}
Pub Date : 2020-03-18DOI: 10.1080/17425964.2020.1742106
Rebecca Woodard, A. Rao
ABSTRACT Teachers’ language ideologies inform our assumptions about what counts as valued practices in schools. As teacher educators in an urban elementary education program, we aim to sustain youths’ linguistic and cultural diversity, in part by cultivating a critical language ideology with teachers that explicitly acknowledges the relationship between language, power, and race. Drawing from a series of semi-structured interviews with three pre-service teachers over two years, we examined their developing critical language ideologies. Although all three pre-service teachers were making moves towards a critical language ideology, they also navigated multiple tensions, with: (1) the push-pull of a standard language ideology; (2) consistently positioning languages as resources; and (3) expanding positionings of multilingual students’ reading abilities. In a process of reflexive self-study, we engaged with these tensions in order to critically reflect on and adapt our own curriculum and instruction. We conclude with suggestions for future research and invite dialogue among teacher educators, pre-service teachers, and practicing teachers about pedagogical challenges and promising approaches to fostering a critical language ideology.
{"title":"Tensions and Possibilities in Fostering Critical Language Ideologies in Elementary Teacher Education","authors":"Rebecca Woodard, A. Rao","doi":"10.1080/17425964.2020.1742106","DOIUrl":"https://doi.org/10.1080/17425964.2020.1742106","url":null,"abstract":"ABSTRACT Teachers’ language ideologies inform our assumptions about what counts as valued practices in schools. As teacher educators in an urban elementary education program, we aim to sustain youths’ linguistic and cultural diversity, in part by cultivating a critical language ideology with teachers that explicitly acknowledges the relationship between language, power, and race. Drawing from a series of semi-structured interviews with three pre-service teachers over two years, we examined their developing critical language ideologies. Although all three pre-service teachers were making moves towards a critical language ideology, they also navigated multiple tensions, with: (1) the push-pull of a standard language ideology; (2) consistently positioning languages as resources; and (3) expanding positionings of multilingual students’ reading abilities. In a process of reflexive self-study, we engaged with these tensions in order to critically reflect on and adapt our own curriculum and instruction. We conclude with suggestions for future research and invite dialogue among teacher educators, pre-service teachers, and practicing teachers about pedagogical challenges and promising approaches to fostering a critical language ideology.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"25 1","pages":"183 - 203"},"PeriodicalIF":1.6,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82193714","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}
Pub Date : 2020-03-17DOI: 10.1080/17425964.2020.1739639
Jamilee Baroud, Pooja Dharamshi
ABSTRACT This article explores the critical digital practices and pedagogies of two novice teacher educators. Employing self-study research methodologies, we examine our collaborations and integrations of critical digital practices into two literacy methods teacher education courses. Seeking to emphasize the ‘critical’ aspects of critical digital literacies, we co-planned and designed learning opportunities, which deliberately considered social, cultural, and ethical issues related to learning with and from digital technologies. Data were collected from the memos and shared on-line reflections recorded from our weekly meetings over the course of four months. This self-study helped us to understand our conceptualizations and enactments of critical digital pedagogies for teacher education. We developed a deeper understanding of the opportunities and challenges present when integrating critical digital texts into the curriculum. The planning, ongoing reflection and revisions of the course were meaningful, however, were time-consuming in nature. We argue this work should not be left solely to teacher educators; rather, teacher preparation programs must play a larger role in preparing and supporting teacher educators with both the technical and pedagogical know-how of meaningfully designing and integrating critical digital practices into their courses.
{"title":"A Collaborative Self Study of Critical Digital Pedagogies in Teacher Education","authors":"Jamilee Baroud, Pooja Dharamshi","doi":"10.1080/17425964.2020.1739639","DOIUrl":"https://doi.org/10.1080/17425964.2020.1739639","url":null,"abstract":"ABSTRACT This article explores the critical digital practices and pedagogies of two novice teacher educators. Employing self-study research methodologies, we examine our collaborations and integrations of critical digital practices into two literacy methods teacher education courses. Seeking to emphasize the ‘critical’ aspects of critical digital literacies, we co-planned and designed learning opportunities, which deliberately considered social, cultural, and ethical issues related to learning with and from digital technologies. Data were collected from the memos and shared on-line reflections recorded from our weekly meetings over the course of four months. This self-study helped us to understand our conceptualizations and enactments of critical digital pedagogies for teacher education. We developed a deeper understanding of the opportunities and challenges present when integrating critical digital texts into the curriculum. The planning, ongoing reflection and revisions of the course were meaningful, however, were time-consuming in nature. We argue this work should not be left solely to teacher educators; rather, teacher preparation programs must play a larger role in preparing and supporting teacher educators with both the technical and pedagogical know-how of meaningfully designing and integrating critical digital practices into their courses.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"15 1","pages":"164 - 182"},"PeriodicalIF":1.6,"publicationDate":"2020-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74760959","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}
Pub Date : 2020-03-12DOI: 10.1080/17425964.2020.1737928
Karen Goodnough, C. Arnold, Saiqa Azam, Kimberly Maich, A. Moghaddam, Sharon Penney, Gabrielle Young
ABSTRACT Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in higher education to facilitate and foster professional learning. This article describes the emergence and cultivation of a university community of practice. Based on a desire to enhance our work as teacher educators and the learning experiences of our students, Karen, the first author, invited faculty to become part of a self-study group in a faculty of education. We remained a fluid entity for almost two years. Eventually, we evolved into a core group of seven faculty who were interested in conceptualizing and implementing a shared self-study inquiry. Data collection methods and sources included audio recordings of weekly meetings, collaborative reflections, meeting minutes, and personal journal reflection. Outcomes report on the evolution and functioning of the self-study group over an 18-month period. Principles for cultivating a community of practice are used to retroactively reflect on the successes and tensions the group experienced, group dynamics, group leadership, the nature of collaboration, individual and group learning, and strategies used to foster productive community functioning.
{"title":"Cultivating a Self-Study Community of Practice: Reflections of Faculty on Issues of Evolution and Functioning","authors":"Karen Goodnough, C. Arnold, Saiqa Azam, Kimberly Maich, A. Moghaddam, Sharon Penney, Gabrielle Young","doi":"10.1080/17425964.2020.1737928","DOIUrl":"https://doi.org/10.1080/17425964.2020.1737928","url":null,"abstract":"ABSTRACT Communities of practice, based on the work of Etienne Wenger, is being adopted as a framework in higher education to facilitate and foster professional learning. This article describes the emergence and cultivation of a university community of practice. Based on a desire to enhance our work as teacher educators and the learning experiences of our students, Karen, the first author, invited faculty to become part of a self-study group in a faculty of education. We remained a fluid entity for almost two years. Eventually, we evolved into a core group of seven faculty who were interested in conceptualizing and implementing a shared self-study inquiry. Data collection methods and sources included audio recordings of weekly meetings, collaborative reflections, meeting minutes, and personal journal reflection. Outcomes report on the evolution and functioning of the self-study group over an 18-month period. Principles for cultivating a community of practice are used to retroactively reflect on the successes and tensions the group experienced, group dynamics, group leadership, the nature of collaboration, individual and group learning, and strategies used to foster productive community functioning.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"25 1","pages":"145 - 163"},"PeriodicalIF":1.6,"publicationDate":"2020-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76847543","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}
Pub Date : 2020-02-24DOI: 10.1080/17425964.2020.1732911
Rachel Martin, C. Astall, K. Jones, Des Breeze
ABSTRACT This research utilised a Māori-centred framework called Te Ao o Pakirehua (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a Te Tiriti (Treaty) partnership and principles of self-study of teacher education practices. The four ITE educators inquired into their identities as both teachers and learners in relation to their worldviews and knowledges. Analysis of their narrative dialogues identified three key themes that shaped the understanding of the landscape of practice: Tikanga: Living with, by and for Māori values; Realising a Te Tiriti framework; and Enacting the principle of Āta (growing respectful relationships). Developing narrative dialogues founded on Kaupapa Māori principles and Māori values enabled the educators to challenge dominant Eurocentric perspectives of self-review and support their developing teacher identities. Sustaining a culturally and linguistically affirming environment, while focusing on understanding and enacting cultural competency within teacher educator practice is a challenge for ITE. We propose that using a Te Ao o Pakirehua framework as an indigenous approach to self-study supported dialogue between tertiary educators and whakamana (empowered) them to assist the development of their socio-cultural practices.
摘要:本研究采用了一个名为Te Ao o Pakirehua(探究的世界)的Māori-centred框架来调查教学实践，并涉及了来自新西兰奥特罗阿的两名土著和两名非土著的初级教师教育(ITE)教育者。这种方法是建立在《提里提条约》伙伴关系和教师教育实践自学原则的基础上的。这四位教育工作者探讨了他们作为教师和学习者的身份与他们的世界观和知识的关系。对他们的叙事对话的分析确定了三个关键主题，这些主题塑造了对实践景观的理解:Tikanga:与Māori价值观一起生活，通过Māori价值观生活;实现提里提框架;制定Āta原则(建立相互尊重的关系)。建立在考帕帕Māori原则和Māori价值观基础上的叙述性对话使教育工作者能够挑战主导的欧洲中心主义自我审查观点，并支持他们发展教师身份。维持一个文化和语言上肯定的环境，同时注重在教师教育实践中理解和制定文化能力，这是ITE面临的挑战。我们建议，将Te Ao o Pakirehua框架作为自主学习的本土方法，支持高等教育工作者与whakamana(授权)之间的对话，以帮助他们发展社会文化实践。
{"title":"An Indigenous Approach to Self-Study of Teacher Education Practices (S-STEP) in Aotearoa New Zealand","authors":"Rachel Martin, C. Astall, K. Jones, Des Breeze","doi":"10.1080/17425964.2020.1732911","DOIUrl":"https://doi.org/10.1080/17425964.2020.1732911","url":null,"abstract":"ABSTRACT This research utilised a Māori-centred framework called Te Ao o Pakirehua (the world of inquiry) to inquire into teaching practices and involved two indigenous and two non-indigenous Initial Teacher Education (ITE) educators from Aotearoa New Zealand. This approach was founded on a Te Tiriti (Treaty) partnership and principles of self-study of teacher education practices. The four ITE educators inquired into their identities as both teachers and learners in relation to their worldviews and knowledges. Analysis of their narrative dialogues identified three key themes that shaped the understanding of the landscape of practice: Tikanga: Living with, by and for Māori values; Realising a Te Tiriti framework; and Enacting the principle of Āta (growing respectful relationships). Developing narrative dialogues founded on Kaupapa Māori principles and Māori values enabled the educators to challenge dominant Eurocentric perspectives of self-review and support their developing teacher identities. Sustaining a culturally and linguistically affirming environment, while focusing on understanding and enacting cultural competency within teacher educator practice is a challenge for ITE. We propose that using a Te Ao o Pakirehua framework as an indigenous approach to self-study supported dialogue between tertiary educators and whakamana (empowered) them to assist the development of their socio-cultural practices.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"9 1","pages":"127 - 144"},"PeriodicalIF":1.6,"publicationDate":"2020-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74658093","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}
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