Pub Date : 2023-12-19DOI: 10.1080/17425964.2023.2295908
Rod Philpot, Alan Ovens, Blake Bennett
The impact of the COVID-19 pandemic on all levels of education has been well documented. In this article, the authors drew on self-study methodology to explore how one member of the research team a...
{"title":"Implementing a Democratic Pedagogy into a Service-Learning Course During COVID-19: A Self-Study of Online Practice","authors":"Rod Philpot, Alan Ovens, Blake Bennett","doi":"10.1080/17425964.2023.2295908","DOIUrl":"https://doi.org/10.1080/17425964.2023.2295908","url":null,"abstract":"The impact of the COVID-19 pandemic on all levels of education has been well documented. In this article, the authors drew on self-study methodology to explore how one member of the research team a...","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"52 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138821540","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 : 2023-11-22DOI: 10.1080/17425964.2023.2282546
Andrew J. Collins, Brandon M. Butler, James F. Leathrum Jr., Christopher J. Lynch
As the COVID-19 pandemic caused severe disruption to education enterprises throughout the world, the main response by educational institutions was to move to online learning environments. The purpo...
{"title":"Teaching Analytics Online: A Self-Study of Professional Practice","authors":"Andrew J. Collins, Brandon M. Butler, James F. Leathrum Jr., Christopher J. Lynch","doi":"10.1080/17425964.2023.2282546","DOIUrl":"https://doi.org/10.1080/17425964.2023.2282546","url":null,"abstract":"As the COVID-19 pandemic caused severe disruption to education enterprises throughout the world, the main response by educational institutions was to move to online learning environments. The purpo...","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"13 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530032","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 : 2023-11-18DOI: 10.1080/17425964.2023.2282548
Rachel A. Ayieko, Jason K. Ritter, Felix M. Mwawasi, Laura J. Mahalingappa, Julia Williams
This article reports on how four faculty self-study learning group members reexperienced the newness of teaching when forced to move online because of the COVID-19 pandemic. As a collaborative self...
{"title":"Evoking Challenges Associated with the Newness of Teaching: A Collaborative Self-Study of Teacher Educators Forced Online During the Pandemic","authors":"Rachel A. Ayieko, Jason K. Ritter, Felix M. Mwawasi, Laura J. Mahalingappa, Julia Williams","doi":"10.1080/17425964.2023.2282548","DOIUrl":"https://doi.org/10.1080/17425964.2023.2282548","url":null,"abstract":"This article reports on how four faculty self-study learning group members reexperienced the newness of teaching when forced to move online because of the COVID-19 pandemic. As a collaborative self...","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138530030","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 : 2023-10-16DOI: 10.1080/17425964.2023.2269239
Adiv Gal
ABSTRACTThis collaborative self-study with pre-service teachers describes a process of examining the use of drawings as a pedagogical tool at a tertiary institution of learning. Hence, this research examines the question: What can I learn from my students to improve the use of drawings as a pedagogical tool and thus improve my work as a teacher educator? Eight students (also known as pre-service teachers) accepted an invitation to help me improve the use of drawings as a pedagogical tool. Four main themes emerged from three sources of information which were qualitatively analyzed. The first theme was ‘not just knowledge’. I learned that drawings don’t have to ‘come at the expense of disciplinary knowledge’ as they can actually expand it. The second theme made it clear to me that the use of drawings evoked strong, negative and positive emotions in students when using them. The third theme led me to understand that there is complexity in using drawings. Through the fourth theme I developed an understanding of how I should use drawings as a pedagogical tool in the future. Not only did the collaborative self-study help me to better understand the use of drawings, it also led me to consider the use of other creative tools as part of an ongoing pedagogical process. In addition, in the future I will create a continuous dialogue with students that will clarify the pedagogical ideas behind using drawings and other creative learning tools, thus working towards continuous improvement in my teaching practice.KEYWORDS: Drawinghigher educationteacher educationcollaborative self-studyprofessional developmentpre-service teachers AcknowledgmentsI would like to extend my great appreciation to members of the Falcon School, particularly the school principal, for their participation and openness and to all the participants who answered the questionnaire. I also appreciate Dr. Dafna Gan for her contribution and thorough work.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Originality StatementThis manuscript is an original work that has not been submitted nor published anywhere else.Additional informationFundingThe author(s) received no financial support for the research, authorship, and/or publication of this article.
{"title":"Collaborative Self-Study with Pre-Service Teachers to Improve the Use of Drawings as a Pedagogical Tool","authors":"Adiv Gal","doi":"10.1080/17425964.2023.2269239","DOIUrl":"https://doi.org/10.1080/17425964.2023.2269239","url":null,"abstract":"ABSTRACTThis collaborative self-study with pre-service teachers describes a process of examining the use of drawings as a pedagogical tool at a tertiary institution of learning. Hence, this research examines the question: What can I learn from my students to improve the use of drawings as a pedagogical tool and thus improve my work as a teacher educator? Eight students (also known as pre-service teachers) accepted an invitation to help me improve the use of drawings as a pedagogical tool. Four main themes emerged from three sources of information which were qualitatively analyzed. The first theme was ‘not just knowledge’. I learned that drawings don’t have to ‘come at the expense of disciplinary knowledge’ as they can actually expand it. The second theme made it clear to me that the use of drawings evoked strong, negative and positive emotions in students when using them. The third theme led me to understand that there is complexity in using drawings. Through the fourth theme I developed an understanding of how I should use drawings as a pedagogical tool in the future. Not only did the collaborative self-study help me to better understand the use of drawings, it also led me to consider the use of other creative tools as part of an ongoing pedagogical process. In addition, in the future I will create a continuous dialogue with students that will clarify the pedagogical ideas behind using drawings and other creative learning tools, thus working towards continuous improvement in my teaching practice.KEYWORDS: Drawinghigher educationteacher educationcollaborative self-studyprofessional developmentpre-service teachers AcknowledgmentsI would like to extend my great appreciation to members of the Falcon School, particularly the school principal, for their participation and openness and to all the participants who answered the questionnaire. I also appreciate Dr. Dafna Gan for her contribution and thorough work.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration of Conflicting InterestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.Originality StatementThis manuscript is an original work that has not been submitted nor published anywhere else.Additional informationFundingThe author(s) received no financial support for the research, authorship, and/or publication of this article.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136115221","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 : 2023-10-16DOI: 10.1080/17425964.2023.2269950
Sarah Wells Kaufman
ABSTRACTThis article explores the process of becoming a feminist educator as the author employed feminist theory in her pedagogy for the first time. This self-study answered the research question: ‘What would a feminist pedagogy look like in a music history classroom?’ Throughout a ten-week undergraduate music history course, the author employed a research design based on autoethnography and autobiography in which data was collected from research journals, class sessions, dialogues with a critical friend, and student feedback. This self-study both illuminated and improved the author’s pedagogical practice as a newly conscious feminist educator. The author re-imagined knowing and being through a feminist lens as she experienced epistemological and ontological shifts in her pedagogy. The author’s feminist pedagogy unfolded through knowing herself as an educator, knowing the curriculum differently, and knowing through experience. Feminist pedagogy was also enacted through being in relationship with herself, being in relationship with others, and being in community. This self-study provides an example to educators in self-study of practice and in-service teachers of feminist pedagogy moving from theory to practice. It provides a discipline-specific example of resisting oppressive ways of knowing and being that exclude gendered experiences from educational spaces.KEYWORDS: Self-studyfeminist pedagogyautoethnographyautobiographyteacher educationmusic history Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Becoming a Feminist Educator: A Self-Study Exploring Possibilities of Feminist Pedagogy in Higher Education","authors":"Sarah Wells Kaufman","doi":"10.1080/17425964.2023.2269950","DOIUrl":"https://doi.org/10.1080/17425964.2023.2269950","url":null,"abstract":"ABSTRACTThis article explores the process of becoming a feminist educator as the author employed feminist theory in her pedagogy for the first time. This self-study answered the research question: ‘What would a feminist pedagogy look like in a music history classroom?’ Throughout a ten-week undergraduate music history course, the author employed a research design based on autoethnography and autobiography in which data was collected from research journals, class sessions, dialogues with a critical friend, and student feedback. This self-study both illuminated and improved the author’s pedagogical practice as a newly conscious feminist educator. The author re-imagined knowing and being through a feminist lens as she experienced epistemological and ontological shifts in her pedagogy. The author’s feminist pedagogy unfolded through knowing herself as an educator, knowing the curriculum differently, and knowing through experience. Feminist pedagogy was also enacted through being in relationship with herself, being in relationship with others, and being in community. This self-study provides an example to educators in self-study of practice and in-service teachers of feminist pedagogy moving from theory to practice. It provides a discipline-specific example of resisting oppressive ways of knowing and being that exclude gendered experiences from educational spaces.KEYWORDS: Self-studyfeminist pedagogyautoethnographyautobiographyteacher educationmusic history Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136142790","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 : 2023-08-31DOI: 10.1080/17425964.2023.2250361
Eunjoo Kim, Sharon M. Pratt
{"title":"Co-Teaching Goes Online: The Impact of Virtual Co-Teaching on the Practices of a Co-Teaching Partnership During COVID","authors":"Eunjoo Kim, Sharon M. Pratt","doi":"10.1080/17425964.2023.2250361","DOIUrl":"https://doi.org/10.1080/17425964.2023.2250361","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86303350","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 : 2023-08-28DOI: 10.1080/17425964.2023.2250822
Alison E. Leonard, Amy Burns, E. Hamilton, L. Taylor, Hilary Tanck
{"title":"Place as Teacher: Community-Based Experiences, Third Spaces, & Teacher Education","authors":"Alison E. Leonard, Amy Burns, E. Hamilton, L. Taylor, Hilary Tanck","doi":"10.1080/17425964.2023.2250822","DOIUrl":"https://doi.org/10.1080/17425964.2023.2250822","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"55 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75800045","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 : 2023-08-17DOI: 10.1080/17425964.2023.2240327
Jemimah L. Young, Abiola Farinde-Wu, L. Sibanda
{"title":"Teaching and Learning in Black and White: Unpacking Students’ Perceptions of Black Faculty Teaching at a Predominantly White Institution","authors":"Jemimah L. Young, Abiola Farinde-Wu, L. Sibanda","doi":"10.1080/17425964.2023.2240327","DOIUrl":"https://doi.org/10.1080/17425964.2023.2240327","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85427864","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 : 2023-07-23DOI: 10.1080/17425964.2023.2233329
Katherine Baker, Jennifer Ward, Kathleen Nitta, M. Gonzalez, Erin Smith, Naomi A. Jessup, Tracy E. Dobie
{"title":"From Colleagues to Critical Friends: Exploring Avenues of Professional Learning to Support Equity-Based Pedagogies in Mathematics Education","authors":"Katherine Baker, Jennifer Ward, Kathleen Nitta, M. Gonzalez, Erin Smith, Naomi A. Jessup, Tracy E. Dobie","doi":"10.1080/17425964.2023.2233329","DOIUrl":"https://doi.org/10.1080/17425964.2023.2233329","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"352 ","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72506179","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 : 2023-06-27DOI: 10.1080/17425964.2023.2227649
Tim D. Green, L. Donovan, Nahai Gu, S. Ma, Ding-Jo Currry
{"title":"Exploring Teaching and Research Practices During Cross-Cultural Collaboration: A Self-Study of Two Facilitator’s Involvement in an International Faculty Development Program","authors":"Tim D. Green, L. Donovan, Nahai Gu, S. Ma, Ding-Jo Currry","doi":"10.1080/17425964.2023.2227649","DOIUrl":"https://doi.org/10.1080/17425964.2023.2227649","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"44 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90876989","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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