Pub Date : 2022-12-26DOI: 10.1080/17425964.2022.2158456
Sandra T. Acosta, Jiling Liu, P. Goodson, H. Goltz, Tian Chen
ABSTRACT This self-study of teacher education practices (S-STEP) is a collaborative analytical autoethnography (CAAE) of four colleagues, represented in the text as the Poet and alter ego ‘Other’, alongside three critical friends. We drew on an arts-based approach, merging three genres: poetry, theatre, and narrative (story-telling). With this teacher self-study CAAE, our purpose was to investigate vulnerable self and professional identity as teachers of pre-service practitioners and research scholars imbued with the philosophy of transformative learning. The conceptual model developed for this process represents the flow among professional identity, teaching practice, and transformative learning. Our self-study narratives suggest an evolution of professional identity in three critical periods: early adolescence, interest; late adolescence, commitment; and adulthood, practice. Our CAAE S-STEP contributes to the literature by providing an innovative example of an arts-based approach employing poetry as a dialogic process for teacher educator self-study, to improve teaching practices. Here, we have expanded poetic inquiry to a poly-voiced Greek play with poetry threading throughout the play as a reflexive dialogue with Other. In addition, this study of teacher education incorporates a trans-disciplinary, multi-vocal dialogic approach to collaborative reflection of teachers of pre-service professionals (teachers, social workers, and health promotion practitioners) that supports both individual and collective perspectives, with significant implications for local, regional, and international collaborations.
{"title":"A Collaborative and Poetic Self-Study of Transformative Learning, Professional Identity, and Teaching in Academe","authors":"Sandra T. Acosta, Jiling Liu, P. Goodson, H. Goltz, Tian Chen","doi":"10.1080/17425964.2022.2158456","DOIUrl":"https://doi.org/10.1080/17425964.2022.2158456","url":null,"abstract":"ABSTRACT This self-study of teacher education practices (S-STEP) is a collaborative analytical autoethnography (CAAE) of four colleagues, represented in the text as the Poet and alter ego ‘Other’, alongside three critical friends. We drew on an arts-based approach, merging three genres: poetry, theatre, and narrative (story-telling). With this teacher self-study CAAE, our purpose was to investigate vulnerable self and professional identity as teachers of pre-service practitioners and research scholars imbued with the philosophy of transformative learning. The conceptual model developed for this process represents the flow among professional identity, teaching practice, and transformative learning. Our self-study narratives suggest an evolution of professional identity in three critical periods: early adolescence, interest; late adolescence, commitment; and adulthood, practice. Our CAAE S-STEP contributes to the literature by providing an innovative example of an arts-based approach employing poetry as a dialogic process for teacher educator self-study, to improve teaching practices. Here, we have expanded poetic inquiry to a poly-voiced Greek play with poetry threading throughout the play as a reflexive dialogue with Other. In addition, this study of teacher education incorporates a trans-disciplinary, multi-vocal dialogic approach to collaborative reflection of teachers of pre-service professionals (teachers, social workers, and health promotion practitioners) that supports both individual and collective perspectives, with significant implications for local, regional, and international collaborations.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"115 1","pages":"225 - 245"},"PeriodicalIF":1.6,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77916887","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 : 2022-12-11DOI: 10.1080/17425964.2022.2106962
Mangala Jawaheer
ABSTRACT As a teacher educator of literature methodology in Mauritius, this arts-based self-study is rooted in the need to improve my professional practice. It emanated from a critical incident during the COVID pandemic when I used blackout poetry during an online synchronous session with in-service teachers for a Postgraduate Certificate in Education. The data production tools for this self-study include my own blackout poem, a reflection on the critical incident and an autobiographical resume. In addition, I engaged in dialogic discussion with the in-service teachers who served as critical friends. These tools empowered me to reflect on how I use blackout poetry as a creative writing activity and as a form of poetic inquiry with in-service teachers as andragogic learners. It also provided me with the opportunity to learn how I could become more empathetic to the learning experiences of in-service teachers. The thematic analysis revealed that the blackout poetry activity had not been fully optimized for creative and reflective purposes. First, there was the misassumption that this activity would interest the in-service teachers and intrinsically motivate them to engage in deep reflection and dialogic discussion. Second, I had overlooked temporal and technological challenges faced by in-service teachers. Lastly, the inability to align andragogic (adult learning) theory and practice and renegotiate learning expectations impeded the in-service teachers’ learning experiences. This study thus valorizes how reflexive blackout poems, alongside other data production tools, can contribute to the unlearning and relearning of teacher educators to better teach adult learners.
{"title":"A Self-Study of My Parallel Journey of Unlearning and Relearning Using Blackout Poetry in a Literature Didactics Module","authors":"Mangala Jawaheer","doi":"10.1080/17425964.2022.2106962","DOIUrl":"https://doi.org/10.1080/17425964.2022.2106962","url":null,"abstract":"ABSTRACT As a teacher educator of literature methodology in Mauritius, this arts-based self-study is rooted in the need to improve my professional practice. It emanated from a critical incident during the COVID pandemic when I used blackout poetry during an online synchronous session with in-service teachers for a Postgraduate Certificate in Education. The data production tools for this self-study include my own blackout poem, a reflection on the critical incident and an autobiographical resume. In addition, I engaged in dialogic discussion with the in-service teachers who served as critical friends. These tools empowered me to reflect on how I use blackout poetry as a creative writing activity and as a form of poetic inquiry with in-service teachers as andragogic learners. It also provided me with the opportunity to learn how I could become more empathetic to the learning experiences of in-service teachers. The thematic analysis revealed that the blackout poetry activity had not been fully optimized for creative and reflective purposes. First, there was the misassumption that this activity would interest the in-service teachers and intrinsically motivate them to engage in deep reflection and dialogic discussion. Second, I had overlooked temporal and technological challenges faced by in-service teachers. Lastly, the inability to align andragogic (adult learning) theory and practice and renegotiate learning expectations impeded the in-service teachers’ learning experiences. This study thus valorizes how reflexive blackout poems, alongside other data production tools, can contribute to the unlearning and relearning of teacher educators to better teach adult learners.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"3 1","pages":"24 - 43"},"PeriodicalIF":1.6,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90268442","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 : 2022-11-28DOI: 10.1080/17425964.2022.2149482
Celina Salvador-García
ABSTRACT Education should encourage active citizenship through a critical and transformative lens to promote a more just, equal, and inclusive society. This article presents a self-study that examines my teaching practice as a novice teacher educator. It describes my first experience using debates to discuss gender inequalities through critical pedagogy. With this study I aimed to answer: (1) What can I learn from my first attempt to use debates that focus on gender issues in teacher education to improve my teaching practices based on critical pedagogy? and (2) How can participation in debates frame pre-service teachers personal and professional views on gender issues? Data collection methods included the teacher diary, students’ surveys, exit slips and a group interview. Data analysis encompassed both more traditional techniques (i.e., data analysis spiral method) and more complex and relational methods (i.e., thinking with theory). Findings are presented through a visual network showing the connections among three categories: tensions to improve, positive lens, and awareness of gender issues. This article, therefore, makes public the knowledge built and created through my experience so that it can inform my (and potentially others’) future practice. Findings show that debates offer a variety of benefits for teacher education in terms of both pedagogical insights and raising awareness about critical issues. However, debates are not magic formulas, and they may not serve nor impact all pre-service teachers in the same way.
{"title":"Learning to Teach, Teaching to Learn: A self-study to Promote Gender Awareness through Debates in Teacher Education","authors":"Celina Salvador-García","doi":"10.1080/17425964.2022.2149482","DOIUrl":"https://doi.org/10.1080/17425964.2022.2149482","url":null,"abstract":"ABSTRACT Education should encourage active citizenship through a critical and transformative lens to promote a more just, equal, and inclusive society. This article presents a self-study that examines my teaching practice as a novice teacher educator. It describes my first experience using debates to discuss gender inequalities through critical pedagogy. With this study I aimed to answer: (1) What can I learn from my first attempt to use debates that focus on gender issues in teacher education to improve my teaching practices based on critical pedagogy? and (2) How can participation in debates frame pre-service teachers personal and professional views on gender issues? Data collection methods included the teacher diary, students’ surveys, exit slips and a group interview. Data analysis encompassed both more traditional techniques (i.e., data analysis spiral method) and more complex and relational methods (i.e., thinking with theory). Findings are presented through a visual network showing the connections among three categories: tensions to improve, positive lens, and awareness of gender issues. This article, therefore, makes public the knowledge built and created through my experience so that it can inform my (and potentially others’) future practice. Findings show that debates offer a variety of benefits for teacher education in terms of both pedagogical insights and raising awareness about critical issues. However, debates are not magic formulas, and they may not serve nor impact all pre-service teachers in the same way.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"1 1","pages":"63 - 81"},"PeriodicalIF":1.6,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87980746","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 : 2022-11-08DOI: 10.1080/17425964.2022.2137127
Trudy Cardinal, Melissa S. Murphy, J. Huber, Stefinee E. Pinnegar
ABSTRACT Inquiring into Trudy, Shaun, and Janice’s experiences alongside Anishinabe Elder Dr. Mary Isabelle Young’s living pimatisiwin (walking in a good way) and pimosayta (learning to walk together) with us, we show how her living in these relationally ethical ways grounded our creating and offering an Assessment as Pimosayta course in two Canadian teacher education programs. The authors built from Mary’s teaching to include the experiences, knowledge, perspectives, and worldviews of Indigenous community members and scholars. These beginnings shaped openings for attentiveness to relationally ethical assessment through Indigenous, holistic, narrative, and relational ways of knowing, being, doing, and relating. Learning to dwell in enduring tensionality has been central, as this tensionality has emerged in Trudy, Shaun, and Janice’s attempts to create with the teachers the trans-systemic process and spaces imagined by Battiste. Trudy, Shaun, and Janice see that the enduring tensionality experienced in this middle space opens potential to begin to live the respectful, ethical, relational, and … ecological relationships described by Donald and the resultant ethical relationality that needs to ground these relationships.
{"title":"(Re)making Assessment in the Trans-Systemic Space Shaped in the Meeting of Personal, Indigenous, and Relational Ways of Knowing and Being","authors":"Trudy Cardinal, Melissa S. Murphy, J. Huber, Stefinee E. Pinnegar","doi":"10.1080/17425964.2022.2137127","DOIUrl":"https://doi.org/10.1080/17425964.2022.2137127","url":null,"abstract":"ABSTRACT Inquiring into Trudy, Shaun, and Janice’s experiences alongside Anishinabe Elder Dr. Mary Isabelle Young’s living pimatisiwin (walking in a good way) and pimosayta (learning to walk together) with us, we show how her living in these relationally ethical ways grounded our creating and offering an Assessment as Pimosayta course in two Canadian teacher education programs. The authors built from Mary’s teaching to include the experiences, knowledge, perspectives, and worldviews of Indigenous community members and scholars. These beginnings shaped openings for attentiveness to relationally ethical assessment through Indigenous, holistic, narrative, and relational ways of knowing, being, doing, and relating. Learning to dwell in enduring tensionality has been central, as this tensionality has emerged in Trudy, Shaun, and Janice’s attempts to create with the teachers the trans-systemic process and spaces imagined by Battiste. Trudy, Shaun, and Janice see that the enduring tensionality experienced in this middle space opens potential to begin to live the respectful, ethical, relational, and … ecological relationships described by Donald and the resultant ethical relationality that needs to ground these relationships.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"268 1","pages":"186 - 203"},"PeriodicalIF":1.6,"publicationDate":"2022-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75108577","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 : 2022-10-27DOI: 10.1080/17425964.2022.2137668
Masahiro Saito, Y. Osaka, Takumi Watanabe
ABSTRACT Cultivating preservice teachers’ shutaisei has been the focus of Japanese university-based teacher education since the late 1990s. This article contains the self-study of three teacher educators at different Japanese universities. All three of us believe that helping students cultivate their shutaisei should be an important part of our teaching practices; however, framing shutaisei and pursuing it in practice poses complex dilemmas. In this article, we explore our individual understandings of shutaisei’s meaning in theory and practice, and reflect on how and why we considered it in these ways. We discussed our practices every two weeks online; all the conversations were videotaped and analyzed. Ultimately, through this self-study, we (teacher educators) found: (1) We had defined what shutaisei means based on our own educational experiences; and (2) We had suggested our own shutaisei to the students without being aware that it is based on our own educational experience. Teacher education institutions, we recommend, should provide opportunities for faculty members to explore themselves and their practices.
{"title":"Our Search for Shutaisei: Self-study of Three University-Based Teacher Educators","authors":"Masahiro Saito, Y. Osaka, Takumi Watanabe","doi":"10.1080/17425964.2022.2137668","DOIUrl":"https://doi.org/10.1080/17425964.2022.2137668","url":null,"abstract":"ABSTRACT Cultivating preservice teachers’ shutaisei has been the focus of Japanese university-based teacher education since the late 1990s. This article contains the self-study of three teacher educators at different Japanese universities. All three of us believe that helping students cultivate their shutaisei should be an important part of our teaching practices; however, framing shutaisei and pursuing it in practice poses complex dilemmas. In this article, we explore our individual understandings of shutaisei’s meaning in theory and practice, and reflect on how and why we considered it in these ways. We discussed our practices every two weeks online; all the conversations were videotaped and analyzed. Ultimately, through this self-study, we (teacher educators) found: (1) We had defined what shutaisei means based on our own educational experiences; and (2) We had suggested our own shutaisei to the students without being aware that it is based on our own educational experience. Teacher education institutions, we recommend, should provide opportunities for faculty members to explore themselves and their practices.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"489 1","pages":"128 - 146"},"PeriodicalIF":1.6,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77335011","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 : 2022-10-06DOI: 10.1080/17425964.2022.2129610
Ntokozo S. Mkhize-Mthembu
ABSTRACT In this article, I reflect on my use of collage-making as an arts-based method in self-study doctoral research. My self-study was guided by sociocultural learning theories that assume education is an individual activity and a social phenomenon. I ask, How did collage-making allow me to refine my teaching and learning? I utilized collage-making has an evocative tool that profoundly contributes to qualitative research. I expressed what had been said and unsaid using pictures and word phrases using this method. I illustrate the evocative power of collage-making as a means to express what had been said and unsaid using pictures and word phrases. I demonstrate how collage-making aided me in reflecting upon my lived experiences and teaching. The collage data generation and analysis helped me realize an overarching understanding of self-study research in exploring arts-based research. In short, this process provided a framework for portraying and communicating my emotions and understanding. Collages inspired me to present my thoughts creatively and authentically and collage-making allowed me to find my personal and social voice and recollect thoughts and memories related to social and emotional learning. Collage-making can offer teachers and teacher educators an opportunity to question their teaching practice through self-inquiry and richer perspectives on their teaching and classroom practices.
{"title":"Collage-Making as a Way to Refine My Teaching Practices and My Relationship to Learners’ Learning in My Classroom","authors":"Ntokozo S. Mkhize-Mthembu","doi":"10.1080/17425964.2022.2129610","DOIUrl":"https://doi.org/10.1080/17425964.2022.2129610","url":null,"abstract":"ABSTRACT In this article, I reflect on my use of collage-making as an arts-based method in self-study doctoral research. My self-study was guided by sociocultural learning theories that assume education is an individual activity and a social phenomenon. I ask, How did collage-making allow me to refine my teaching and learning? I utilized collage-making has an evocative tool that profoundly contributes to qualitative research. I expressed what had been said and unsaid using pictures and word phrases using this method. I illustrate the evocative power of collage-making as a means to express what had been said and unsaid using pictures and word phrases. I demonstrate how collage-making aided me in reflecting upon my lived experiences and teaching. The collage data generation and analysis helped me realize an overarching understanding of self-study research in exploring arts-based research. In short, this process provided a framework for portraying and communicating my emotions and understanding. Collages inspired me to present my thoughts creatively and authentically and collage-making allowed me to find my personal and social voice and recollect thoughts and memories related to social and emotional learning. Collage-making can offer teachers and teacher educators an opportunity to question their teaching practice through self-inquiry and richer perspectives on their teaching and classroom practices.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"2 1","pages":"204 - 224"},"PeriodicalIF":1.6,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83051547","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 : 2022-10-05DOI: 10.1080/17425964.2022.2129609
Beth S. Fornauf, E. Reagan, Kathryn Mccurdy, Bryan Mascio, Marie Collins
ABSTRACT Over the past two decades, interest and support for Universal Design for Learning (UDL) has prompted many teacher education programs in the United States to incorporate it into preservice curricula. Developed by CAST, an educational nonprofit, the UDL framework aims to support the design of inclusive educational environments by minimizing barriers to learning, and building on student variability as a starting point for instructional and curricular design. Despite UDL’s recent growth at multiple levels of education, there remains a dearth of research examining practitioners’ experiences working with the framework. The purpose of this self-study is to analyze tensions that emerged as we, a team of five teacher educators, attempted to apply Universal Design for Learning (UDL) in our own practice in a rural teacher residency (TRRE) program. We analyze our incorporation of UDL, the tensions we experienced, the factors contributing to those tensions, and the ways we responded to them. The two main tensions were: (a) balancing UDL’s strategies with its necessary shift in mindset, and (b) grappling with UDL’s concept of barriers alongside the necessary cognitive dissonance of the learning process. We conclude by offering implications for research and practice as we continue to navigate these tensions and incorporate UDL into our practice.
{"title":"Universal Design for Learning in a Teacher Residency: Re]Framing Tensions through Collaborative Self-Study","authors":"Beth S. Fornauf, E. Reagan, Kathryn Mccurdy, Bryan Mascio, Marie Collins","doi":"10.1080/17425964.2022.2129609","DOIUrl":"https://doi.org/10.1080/17425964.2022.2129609","url":null,"abstract":"ABSTRACT Over the past two decades, interest and support for Universal Design for Learning (UDL) has prompted many teacher education programs in the United States to incorporate it into preservice curricula. Developed by CAST, an educational nonprofit, the UDL framework aims to support the design of inclusive educational environments by minimizing barriers to learning, and building on student variability as a starting point for instructional and curricular design. Despite UDL’s recent growth at multiple levels of education, there remains a dearth of research examining practitioners’ experiences working with the framework. The purpose of this self-study is to analyze tensions that emerged as we, a team of five teacher educators, attempted to apply Universal Design for Learning (UDL) in our own practice in a rural teacher residency (TRRE) program. We analyze our incorporation of UDL, the tensions we experienced, the factors contributing to those tensions, and the ways we responded to them. The two main tensions were: (a) balancing UDL’s strategies with its necessary shift in mindset, and (b) grappling with UDL’s concept of barriers alongside the necessary cognitive dissonance of the learning process. We conclude by offering implications for research and practice as we continue to navigate these tensions and incorporate UDL into our practice.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"80 1","pages":"102 - 124"},"PeriodicalIF":1.6,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86327314","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 : 2022-09-08DOI: 10.1080/17425964.2022.2119553
Molly Klatt, Zack Beddoes, Jenna R. Starck
ABSTRACT Teachers in contemporary schools carry a host of work-related responsibilities. As such, the act of teaching (delivering content) is only one aspect of being a teacher. Interactions with colleagues, administrators, and students combine to form a complex socialization process as teachers, especially novice teachers in their induction years, learn to navigate the sociopolitical climate and culture of schools. In many schools, professional learning communities (PLCs) are utilized as one method for continuous professional development, but these formations introduce unique considerations for a teacher’s socialization because of the various ways they are structured. Guided by Occupational Socialization Theory, this self-study explores Molly’s experiences navigating two school cultures during her induction years. Molly’s graduate school experience coincided with her induction years of teaching in the K-12 setting. As Molly learned more about PLCs in her master’s program, she desired to learn how she could more fully contribute to them. Molly found her reflections returning repeatedly to the notions of belonging and community while striving to find her way as a beginning teacher. Implications from this study include the necessity to conceptualize teaching as more than delivering content. Schools are political spaces with built-in mechanisms designed to reproduce the culture. Teachers in physical education have often reported feeling marginalized within the school community. Physical education teachers may need more experience with cross-curricular collaborative work designed to improve the learning and well-being of young people. Learning how to specifically contribute to and navigate PLC school structures is perhaps underemphasized in teacher preparation programs.
{"title":"‘For once I Felt Useful’: A Self Study of A Physical Education Teacher Navigating School Culture through Professional Learning Communities during Induction","authors":"Molly Klatt, Zack Beddoes, Jenna R. Starck","doi":"10.1080/17425964.2022.2119553","DOIUrl":"https://doi.org/10.1080/17425964.2022.2119553","url":null,"abstract":"ABSTRACT Teachers in contemporary schools carry a host of work-related responsibilities. As such, the act of teaching (delivering content) is only one aspect of being a teacher. Interactions with colleagues, administrators, and students combine to form a complex socialization process as teachers, especially novice teachers in their induction years, learn to navigate the sociopolitical climate and culture of schools. In many schools, professional learning communities (PLCs) are utilized as one method for continuous professional development, but these formations introduce unique considerations for a teacher’s socialization because of the various ways they are structured. Guided by Occupational Socialization Theory, this self-study explores Molly’s experiences navigating two school cultures during her induction years. Molly’s graduate school experience coincided with her induction years of teaching in the K-12 setting. As Molly learned more about PLCs in her master’s program, she desired to learn how she could more fully contribute to them. Molly found her reflections returning repeatedly to the notions of belonging and community while striving to find her way as a beginning teacher. Implications from this study include the necessity to conceptualize teaching as more than delivering content. Schools are political spaces with built-in mechanisms designed to reproduce the culture. Teachers in physical education have often reported feeling marginalized within the school community. Physical education teachers may need more experience with cross-curricular collaborative work designed to improve the learning and well-being of young people. Learning how to specifically contribute to and navigate PLC school structures is perhaps underemphasized in teacher preparation programs.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"5 1","pages":"169 - 185"},"PeriodicalIF":1.6,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88782884","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 : 2022-09-02DOI: 10.1080/17425964.2022.2079620
Carlson H. Coogler, S. Melchior, S. Shelton
ABSTRACT Situating this work within related scholarship on poetic self-study and a conceptual framework based on Karen Barad’s idea of suturing, we began with individual self-study through poetry, reflecting on our identities and earlier experiences as high school English teachers. As wec explored – increasingly connecting individual experiences with one another’s thoughts and memories – our work shifted, producing meanings that surpassed what was possible alone. By thinking and writing collaboratively, our poetic reflection produced reflextion, fundamentally shifting our self-examinations and re-framing our journeys by situating them in relation to one other. We call this experience, where collaborative poetic self-study produced us together-apart, poetic suturing. We share that work and its effects on examining ourselves and transforming our poetic and pedagogical reflections. Through showing the cuts and seams of our poetic suturing, we argue that poetic communal self-study extended reflection and engendered reflextion, which produced new ways of sharing and becoming, transforming us, personally and professionally, together-apart. This article offers an examination of reflexivity in-practice for other educators, illuminating what becomes possible when self-study becomes communal and reflection (as engagement with the self) becomes reflextion (as engagement with the self/ves in relation).
{"title":"Poetic Suturing: The Value of Communal Reflextion in Self-Study of Teaching Experiences","authors":"Carlson H. Coogler, S. Melchior, S. Shelton","doi":"10.1080/17425964.2022.2079620","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079620","url":null,"abstract":"ABSTRACT Situating this work within related scholarship on poetic self-study and a conceptual framework based on Karen Barad’s idea of suturing, we began with individual self-study through poetry, reflecting on our identities and earlier experiences as high school English teachers. As wec explored – increasingly connecting individual experiences with one another’s thoughts and memories – our work shifted, producing meanings that surpassed what was possible alone. By thinking and writing collaboratively, our poetic reflection produced reflextion, fundamentally shifting our self-examinations and re-framing our journeys by situating them in relation to one other. We call this experience, where collaborative poetic self-study produced us together-apart, poetic suturing. We share that work and its effects on examining ourselves and transforming our poetic and pedagogical reflections. Through showing the cuts and seams of our poetic suturing, we argue that poetic communal self-study extended reflection and engendered reflextion, which produced new ways of sharing and becoming, transforming us, personally and professionally, together-apart. This article offers an examination of reflexivity in-practice for other educators, illuminating what becomes possible when self-study becomes communal and reflection (as engagement with the self) becomes reflextion (as engagement with the self/ves in relation).","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"70 1","pages":"258 - 275"},"PeriodicalIF":1.6,"publicationDate":"2022-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89535130","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 : 2022-07-29DOI: 10.1080/17425964.2022.2104831
R. Cutri, E. Whiting, E. Bybee
ABSTRACT ‘Affective polarization’ refers to the amount of negativity that people feel for those who belong to a political party other than their own. This self-study reports on our particular use of a narrative cycle model and documents its validity as a tool for doing the emotional work of exploring contradictions in one’s practice without the pressure of engaging in public emotional discourses. We focused on the contradiction between our intention to teach anti-oppressive teacher education and inadvertently silencing students who exhibited affective polarization. Our narrative inquiry analysis documented patterns of our thoughts, feelings, and behaviors that we assert could help improve the practice of anti-oppressive teacher educators from a variety of political leanings and pedagogical orientations responding to affective polarization. They are 1) recognizing the ineffectiveness of persuasion, 2) recognizing a commonality of emotions, and 3) recognizing an ethical commitment to all students. Practically, our narrative cycle model is a tool to inquire into the emotional work of exploring contradictions in one’s practice. Our findings offer a more nuanced understanding of the emotional work involved in responding to affective polarization while enacting anti-oppressive education ideals. Our model also advances a theoretical understanding of how to interrupt the immediacy of time, place, and sociality in the classroom to allow teacher educators to confront their own discomforting emotions. We assert that our narrative cycle tools can help teacher educators turn and face their own emotional and intellectual reactions to affective polarization in the classroom and do so in a manner that upholds the ideals of anti-oppressive teacher education.
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