Pub Date : 2022-07-05DOI: 10.1080/17425964.2022.2079623
L. van Laren, L. Masinga
ABSTRACT As South African researchers facing HIV- and AIDS-related challenges in our professional lives, we continuously turn to self-study methodology to inform our learning and teaching in our teacher education practice. This article explores how we extended our professional knowledge in relation to HIV and AIDS, starting with our own self-study doctoral projects. We each self-selected exemplars from our completed doctoral projects as data sources. We also wrote reflective letters which we emailed to each other to create poems to learn about and improve our practice in the South African context of HIV and AIDS. Using two different sets of poetic representations, we framed possibilities to explore how poetic inquiry enhanced our professional learning. We also considered how poetic inquiry can contribute to professional responsibilities in general. Our collaborative poetic self-study facilitated relooking at our doctoral projects differently. We concluded that our poetic self-study research enabled in-depth considerations of our particular concerns, which in turn assisted us in framing our professional learning as teacher educators researching and teaching in the HIV and AIDS context. Through poetic analysis, we realized that we must extend and continue growing our self-study scholarship that centers on making a difference concerning HIV and AIDS. In our inquiry, we could persist in seeking additional innovative, alternative ways of commencing and continuing conversations around social issues in HIV and AIDS. Collaborative self-study poetic inquiry permits rekindling, revitalizing and rejuvenating one’s research interests for continued professional learning and professional responsibilities.
{"title":"Creating Poetic Expressions for Professional Learning in the HIV and AIDS Context","authors":"L. van Laren, L. Masinga","doi":"10.1080/17425964.2022.2079623","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079623","url":null,"abstract":"ABSTRACT As South African researchers facing HIV- and AIDS-related challenges in our professional lives, we continuously turn to self-study methodology to inform our learning and teaching in our teacher education practice. This article explores how we extended our professional knowledge in relation to HIV and AIDS, starting with our own self-study doctoral projects. We each self-selected exemplars from our completed doctoral projects as data sources. We also wrote reflective letters which we emailed to each other to create poems to learn about and improve our practice in the South African context of HIV and AIDS. Using two different sets of poetic representations, we framed possibilities to explore how poetic inquiry enhanced our professional learning. We also considered how poetic inquiry can contribute to professional responsibilities in general. Our collaborative poetic self-study facilitated relooking at our doctoral projects differently. We concluded that our poetic self-study research enabled in-depth considerations of our particular concerns, which in turn assisted us in framing our professional learning as teacher educators researching and teaching in the HIV and AIDS context. Through poetic analysis, we realized that we must extend and continue growing our self-study scholarship that centers on making a difference concerning HIV and AIDS. In our inquiry, we could persist in seeking additional innovative, alternative ways of commencing and continuing conversations around social issues in HIV and AIDS. Collaborative self-study poetic inquiry permits rekindling, revitalizing and rejuvenating one’s research interests for continued professional learning and professional responsibilities.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"1 1","pages":"316 - 333"},"PeriodicalIF":1.6,"publicationDate":"2022-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84582958","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 : 2022-07-01DOI: 10.1080/17425964.2022.2095509
Rebecca Buchanan, Evan Mooney
ABSTRACT As critically reflective teachers, we strive to always be exploring and improving our practices. We have often found ourselves disproportionately focusing on moments of frustration or perceived difficulty in our practices. In this study, we employed collaborative self-study to identify moments of success, and the methods we enacted in those moments, within two sections of an introductory teaching course. Analysis of transcribed debriefing sessions revealed that while we initially believed that we were largely similar in our practices, there were more layers and diversity to our practices than we realized. While we found that we had similar definitions of ‘successful’ teaching, due to our shared commitments to socially transformative and critical pedagogy, and enacted a similar metaphor for teaching, we also found that we used divergent tools within the classroom and utilized our tacit knowledge in distinctive ways. Within those moments of success, we uncovered convergences and divergences in our practices that were previously hidden. This process of collaborative self-study created opportunities for the continued evolution of our teacher education practices in ways that we could not anticipate. We conclude with a discussion of implications for teacher candidates, in-service teachers, and teacher educators including the value in exploring tacit knowledge and moments of success, the versatility of collaborative self-study methodology, and the complexities of socially transformative pedagogy.
{"title":"Unpacking Moments of Success in Teacher Education: Discovery of Nuance Through Collaborative Self-Study","authors":"Rebecca Buchanan, Evan Mooney","doi":"10.1080/17425964.2022.2095509","DOIUrl":"https://doi.org/10.1080/17425964.2022.2095509","url":null,"abstract":"ABSTRACT As critically reflective teachers, we strive to always be exploring and improving our practices. We have often found ourselves disproportionately focusing on moments of frustration or perceived difficulty in our practices. In this study, we employed collaborative self-study to identify moments of success, and the methods we enacted in those moments, within two sections of an introductory teaching course. Analysis of transcribed debriefing sessions revealed that while we initially believed that we were largely similar in our practices, there were more layers and diversity to our practices than we realized. While we found that we had similar definitions of ‘successful’ teaching, due to our shared commitments to socially transformative and critical pedagogy, and enacted a similar metaphor for teaching, we also found that we used divergent tools within the classroom and utilized our tacit knowledge in distinctive ways. Within those moments of success, we uncovered convergences and divergences in our practices that were previously hidden. This process of collaborative self-study created opportunities for the continued evolution of our teacher education practices in ways that we could not anticipate. We conclude with a discussion of implications for teacher candidates, in-service teachers, and teacher educators including the value in exploring tacit knowledge and moments of success, the versatility of collaborative self-study methodology, and the complexities of socially transformative pedagogy.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"98 2","pages":"5 - 23"},"PeriodicalIF":1.6,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72475258","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 : 2022-06-17DOI: 10.1080/17425964.2022.2079619
M. Müller, F. Kruger
ABSTRACT This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice in education and how these intersect with teacher development and professional development. Given South Africa’s history of discrimination and how this continues to manifest in the present, a challenge is to develop ways for students to engage with difficult and complex past experiences and become educators who can collaboratively disrupt, rather than reproduce, oppressive systems and structures in education. We respond to this challenge by engaging in collaborative arts-based self-study methods that enable us to draw on our educational experiences and consider how we might strengthen our educational practices as teacher educators. We specifically employ poetry to engage in a diffractive reading of our experiences and work with object inquiry to foreground where differences emerge and why they matter. These differences are conceptualized as affirmative and productive of creative ruptures. Through exploring these differences, we seek to generate pedagogical opportunities for preservice teachers to engage in critical self-study of becoming-educators and work towards socially and ecologically just futures. We hope to change our practice by employing collaborative self-study to engage in a diffractive reading of becoming-educators. In addition, we aim to generate pedagogical possibilities for preservice teachers to explore their journeys of becoming-educators creatively and collaboratively.
{"title":"Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education","authors":"M. Müller, F. Kruger","doi":"10.1080/17425964.2022.2079619","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079619","url":null,"abstract":"ABSTRACT This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice in education and how these intersect with teacher development and professional development. Given South Africa’s history of discrimination and how this continues to manifest in the present, a challenge is to develop ways for students to engage with difficult and complex past experiences and become educators who can collaboratively disrupt, rather than reproduce, oppressive systems and structures in education. We respond to this challenge by engaging in collaborative arts-based self-study methods that enable us to draw on our educational experiences and consider how we might strengthen our educational practices as teacher educators. We specifically employ poetry to engage in a diffractive reading of our experiences and work with object inquiry to foreground where differences emerge and why they matter. These differences are conceptualized as affirmative and productive of creative ruptures. Through exploring these differences, we seek to generate pedagogical opportunities for preservice teachers to engage in critical self-study of becoming-educators and work towards socially and ecologically just futures. We hope to change our practice by employing collaborative self-study to engage in a diffractive reading of becoming-educators. In addition, we aim to generate pedagogical possibilities for preservice teachers to explore their journeys of becoming-educators creatively and collaboratively.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"63 1","pages":"276 - 293"},"PeriodicalIF":1.6,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90232357","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 : 2022-05-30DOI: 10.1080/17425964.2022.2080168
Kathleen Pithouse-Morgan, A. Samaras
a collaborative self-study in ‘Poetic Suturing: The Value of Communal Reflextion in Self-Study of Teaching Experiences.’ This investigates reflexivity in practice, shedding light on what becomes possible when self-study and reflection (as engagement with the self) becomes reflextion (as engagement self/ves to a collaborative inquiry at a university in ‘Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.’ Their demonstrates collaborative arts-based methods to create pedagogical opportu-nities for critical self-study aimed at and ecologically just futures. ‘Diary of a Critical Friendship: Anthropometric Implications of Self-Study
{"title":"Editorial: Poetic Self-Study Research","authors":"Kathleen Pithouse-Morgan, A. Samaras","doi":"10.1080/17425964.2022.2080168","DOIUrl":"https://doi.org/10.1080/17425964.2022.2080168","url":null,"abstract":"a collaborative self-study in ‘Poetic Suturing: The Value of Communal Reflextion in Self-Study of Teaching Experiences.’ This investigates reflexivity in practice, shedding light on what becomes possible when self-study and reflection (as engagement with the self) becomes reflextion (as engagement self/ves to a collaborative inquiry at a university in ‘Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.’ Their demonstrates collaborative arts-based methods to create pedagogical opportu-nities for critical self-study aimed at and ecologically just futures. ‘Diary of a Critical Friendship: Anthropometric Implications of Self-Study","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"144 1","pages":"219 - 222"},"PeriodicalIF":1.6,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73146098","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 : 2022-05-29DOI: 10.1080/17425964.2022.2079621
Ewerton Leonardo da Silva Vieira, Samara Moura Barreto de Abreu, Luiz Sanches Neto
ABSTRACT This article uses an existing poem, Árvore (Tree in Portuguese), coupled with our diary entries, as a methodological innovation in poetic self-study. The self-study aimed to understand the aesthetic link in the development of being a teacher-researcher. This was a departure from positivist rationality and affirmation of an anthropoforming paradigm that connects research, action, and formation via a transdisciplinary systemic epistemology. The context of this self-study is a relationship between teacher-researchers from one high school and two higher education institutions in the Brazilian northeast. Using a reflective anthropoetic (an opening for ethical and aesthetic creation, critical possibilities and pedagogical reinvention) diary, two physical education teacher-researchers developed a critical friendship in a collaborative self-study process on the complexities of beginning teaching for one of them. We share our learning in a diary with excerpts organized in three lines of thought, or what we call reflective flyovers, regarding: life history, teacher education, and pedagogical practice of being initiated into the teacher-researcher profession. Thematic categories were represented by excerpts from the Árvore poem. The three reflective flyovers explored included the teaching knowledge of the teacher-researchers, which in turn converge and diverge, impacting the other, the methodology, and the context of practice. Our critical friendship contributed to the self-study process of initiating into the teacher-researcher profession through interactive and creative communication. This poetic self-study points to different paths of learning and professional growth, increasing the value and impact of using poetry to make sense of research findings.
{"title":"Diary of a Critical Friendship: Anthropoetic Implications of Self-Study in the Teacher Education of a Physical Education Teacher-Researcher","authors":"Ewerton Leonardo da Silva Vieira, Samara Moura Barreto de Abreu, Luiz Sanches Neto","doi":"10.1080/17425964.2022.2079621","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079621","url":null,"abstract":"ABSTRACT This article uses an existing poem, Árvore (Tree in Portuguese), coupled with our diary entries, as a methodological innovation in poetic self-study. The self-study aimed to understand the aesthetic link in the development of being a teacher-researcher. This was a departure from positivist rationality and affirmation of an anthropoforming paradigm that connects research, action, and formation via a transdisciplinary systemic epistemology. The context of this self-study is a relationship between teacher-researchers from one high school and two higher education institutions in the Brazilian northeast. Using a reflective anthropoetic (an opening for ethical and aesthetic creation, critical possibilities and pedagogical reinvention) diary, two physical education teacher-researchers developed a critical friendship in a collaborative self-study process on the complexities of beginning teaching for one of them. We share our learning in a diary with excerpts organized in three lines of thought, or what we call reflective flyovers, regarding: life history, teacher education, and pedagogical practice of being initiated into the teacher-researcher profession. Thematic categories were represented by excerpts from the Árvore poem. The three reflective flyovers explored included the teaching knowledge of the teacher-researchers, which in turn converge and diverge, impacting the other, the methodology, and the context of practice. Our critical friendship contributed to the self-study process of initiating into the teacher-researcher profession through interactive and creative communication. This poetic self-study points to different paths of learning and professional growth, increasing the value and impact of using poetry to make sense of research findings.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"33 1","pages":"294 - 315"},"PeriodicalIF":1.6,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80310751","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 : 2022-05-25DOI: 10.1080/17425964.2022.2079624
Sharon McDonough
ABSTRACT This article simultaneously explores the dynamic nature of teacher educator identity and highlights the methodological potential of poetic inquiry in self-study. Using tensions as a conceptual framework to explore identity as a process of becoming, I draw from a series of found poems to examine my identity as a mid-career teacher educator working in a leadership position at an Australian university. In this article, I assert that poetic inquiry is a vehicle for representing the embodied, emotive aspects of ongoing identity development. I contend that poetic inquiry is a doorway to sharing experiences and understandings of identity in authentic, lived ways that speak back to metanarratives of academic work. Poetic self-study enables us to map the otherwise hidden tensions mediating our identity development and generate collective knowledge of what it can mean to be a teacher educator in higher education contexts.
{"title":"Daring Not to Lead: A Poetic self-study Examining the Tensions of Teacher Educator Identity","authors":"Sharon McDonough","doi":"10.1080/17425964.2022.2079624","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079624","url":null,"abstract":"ABSTRACT This article simultaneously explores the dynamic nature of teacher educator identity and highlights the methodological potential of poetic inquiry in self-study. Using tensions as a conceptual framework to explore identity as a process of becoming, I draw from a series of found poems to examine my identity as a mid-career teacher educator working in a leadership position at an Australian university. In this article, I assert that poetic inquiry is a vehicle for representing the embodied, emotive aspects of ongoing identity development. I contend that poetic inquiry is a doorway to sharing experiences and understandings of identity in authentic, lived ways that speak back to metanarratives of academic work. Poetic self-study enables us to map the otherwise hidden tensions mediating our identity development and generate collective knowledge of what it can mean to be a teacher educator in higher education contexts.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"68 1","pages":"334 - 348"},"PeriodicalIF":1.6,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83277887","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 : 2022-05-25DOI: 10.1080/17425964.2022.2079622
T. Meskin, Tanya van der Walt
ABSTRACT As collaborative theatre-makers, university teachers, and researchers in South Africa, our symbiotic, interactive relationship has shaped the construction of our academic identities. The displacement caused by social distancing regulations and repeated government-mandated lockdowns, as well as our own shifting circumstances, have forced us to re-examine these academic identities as we negotiate the challenges of working together while not being able to inhabit the same physical space. In this study, we work dialogically, collaboratively and reciprocally, to interrogate our identities as educators in a creative discipline. Using poetic inquiry and reciprocal found poetry, we examined our teaching experiences in the moment of rupture created by the Covid-19 pandemic. We explore how we are (re)learning and (re)imagining who we are as teachers and what we do with, and for, our students, through interrogating our lived experiences in poetic form. In so doing, we recognize how, by accepting fluidity and contingency, having an ethic of care for ourselves and for our students, accepting our vulnerability, and trusting our resilience, we begin to find the positives, and to embrace, rather than resist, the challenges we are facing. Our process of creating our reciprocal found poems and the use of dialogue as a mode of analysis and meaning-making offer a methodological approach that others may find useful in developing their poetic self-study research.
{"title":"‘Looking for Anchors’: Using Reciprocal Poetic Inquiry to Explore the Impact of the Covid-19 Pandemic on Our Educator-Artist Selves","authors":"T. Meskin, Tanya van der Walt","doi":"10.1080/17425964.2022.2079622","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079622","url":null,"abstract":"ABSTRACT As collaborative theatre-makers, university teachers, and researchers in South Africa, our symbiotic, interactive relationship has shaped the construction of our academic identities. The displacement caused by social distancing regulations and repeated government-mandated lockdowns, as well as our own shifting circumstances, have forced us to re-examine these academic identities as we negotiate the challenges of working together while not being able to inhabit the same physical space. In this study, we work dialogically, collaboratively and reciprocally, to interrogate our identities as educators in a creative discipline. Using poetic inquiry and reciprocal found poetry, we examined our teaching experiences in the moment of rupture created by the Covid-19 pandemic. We explore how we are (re)learning and (re)imagining who we are as teachers and what we do with, and for, our students, through interrogating our lived experiences in poetic form. In so doing, we recognize how, by accepting fluidity and contingency, having an ethic of care for ourselves and for our students, accepting our vulnerability, and trusting our resilience, we begin to find the positives, and to embrace, rather than resist, the challenges we are facing. Our process of creating our reciprocal found poems and the use of dialogue as a mode of analysis and meaning-making offer a methodological approach that others may find useful in developing their poetic self-study research.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"5 1","pages":"240 - 257"},"PeriodicalIF":1.6,"publicationDate":"2022-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84137408","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 : 2022-05-24DOI: 10.1080/17425964.2022.2079625
M. Nishida
ABSTRACT This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students’ critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection.
{"title":"Sparking reflection in future educators: Haiku self-study","authors":"M. Nishida","doi":"10.1080/17425964.2022.2079625","DOIUrl":"https://doi.org/10.1080/17425964.2022.2079625","url":null,"abstract":"ABSTRACT This self-study employed Haiku poetry as a culturally responsive way to respond to Japanese students’ critical reflection needs in a self-study research workshop. I am a Japanese self-study researcher working in the Icelandic education system. Introducing self-study methodology to teacher educators and students demands a careful approach to provide them with a sense of security while encouraging them to step outside their comfort zone. I focused on creating a safe learning space with a culturally responsive method of Haiku. Haiku formed a methodological framework for poetic self-study and served multiple purposes: my pedagogical approach to culturally responsive teaching, my data set, and analysis. Critical friendship with both Japanese and Icelandic educators supported my efforts throughout the study and my ongoing reflection and analysis. This study demonstrates the value of drawing upon cultural and poetic resources for exploring pedagogical innovations. It also raises awareness for the need to engage in authentic dialogue with critical friends to keep sparking critical reflection.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"251 ","pages":"223 - 239"},"PeriodicalIF":1.6,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72430229","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 : 2022-05-04DOI: 10.1080/17425964.2022.2102930
A. Berry, J. Kitchen
The title of this editorial reflects one of the fundamental characteristics of self-study, that is, understanding the person within the professional and how the ‘who’ of the teacher educator is understood and enacted through practice. Understanding self and identity and its relationship with practice is captured in the title of Geert Kelchtermans’s (2009) seminal article, ‘Who I am in how I teach is the message’. Each of the five articles in this issue engages with issues of self and identity, albeit through different perspectives and via different means. The articles offer insights into the challenges experienced by teacher educators in choosing to investigate ‘who they are’ as they seek to establish their identities and (re)define their roles. The first article describes a collaborative self-study examining teacher educators’ understandings of self and practice, employing a novel approach to data collection and analysis. In their article, ‘Letting the Light In: A Collaborative Self-Study of Practicum Mentoring’, Awneet Sivia, Sheryl MacMath and Vandy Britton (Canada) investigate their identities as mentors, teacher educators and colleagues as they introduce a practicum innovation into their teacher education program. In order to honor the diverse and collaborative nature of their data, these authors employed the methodological tool of braiding that enabled them to create a more complex and complete representation of their experiences and insights. The authors propose the use of metaphorical tools such as braiding that can allow for different voices and data sets to be more equitably valued in self-study research. The next two articles continue the theme of examining personal and professional identity growth through collaborative self-study, although each begins from a different place in the life course. In their article, ‘It’s Definitely Something You Have to Work Towards: A First-year Female Faculty Member’s Attempt at Role Management’, Kelsey McEntyre, Victoria Shiver and Kevin Andrew Richards (USA) employed an adaptation perspective on role theory to investigate how Kelsey navigated her work and non-work roles as a new faculty member, wife and first-time mother. Role theory adopts a theatre metaphor to explain how individuals are expected to act based on the roles they play in society. Their study affirmed the importance of feeling comfortable to be vulnerable within a critical friendship, thereby enhancing the self-study process by allowing indepth conversations to occur. Following this article, Amon Glasser (Israel) examined the shaping of his academic identity through drawing on childhood episodes of formal and non-formal learning in his article, ‘Autoethnography of Childhood Memories: Clarifying and Enhancing Auto-Pedagogical Identity’. Together with two critical friends, he sought to understand how his early life episodes have served as shaping influences on his pedagogical beliefs, principles and practices as a teacher educator. Utilis
这篇社论的标题反映了自学的一个基本特征，即理解专业中的人，以及如何通过实践理解和制定教师教育者的“谁”。Geert Kelchtermans(2009)的开创性文章《我是谁，我如何教学就是信息》的标题抓住了理解自我和身份及其与实践的关系。本期五篇文章中的每一篇都涉及自我和身份问题，尽管从不同的角度和方式进行探讨。这些文章提供了对教师教育工作者在选择调查“他们是谁”时所经历的挑战的见解，因为他们试图建立自己的身份和(重新)定义自己的角色。第一篇文章描述了一项合作自学研究，该研究考察了教师教育者对自我和实践的理解，采用了一种新颖的数据收集和分析方法。为了尊重他们的数据的多样性和协作性，这些作者采用了编织的方法工具，使他们能够创建一个更复杂和完整的代表他们的经验和见解。作者建议使用隐喻工具，如编织，可以让不同的声音和数据集在自学研究中得到更公平的评价。接下来的两篇文章将继续探讨通过协作式自学来检验个人和职业身份成长的主题，尽管每一篇文章的起点都不同。Kelsey McEntyre、Victoria Shiver和Kevin Andrew Richards(美国)在他们的文章《这绝对是你必须努力的事情:一名一年级女教员的角色管理尝试》中，运用角色理论的适应视角来研究Kelsey作为一名新教员、妻子和第一次做母亲是如何处理工作和非工作角色的。角色理论采用戏剧隐喻来解释个人如何根据他们在社会中扮演的角色行事。他们的研究肯定了在一段关键的友谊中感到舒适的重要性，从而通过允许深入的对话来加强自我学习的过程。在这篇文章之后，阿蒙·格拉瑟(以色列)在他的文章《童年记忆的自我民族志:澄清和加强自我教育身份》中，通过描绘童年时期的正式和非正式学习，研究了他的学术身份的形成。他和两个挑剔的朋友一起，试图理解他早年的生活经历是如何对他作为一名教师的教育信念、原则和实践产生影响的。利用自我民族志作为方法论，格拉瑟确定了指导他目前研究方法的两个主要原则:求知欲和人文主义方法。《教师教育研究2022》第18卷第1期。2,119 - 120 https://doi.org/10.1080/17425964.2022.2102930
{"title":"Self-study as a Means of Understanding ‘Who I Am in How I Teach’","authors":"A. Berry, J. Kitchen","doi":"10.1080/17425964.2022.2102930","DOIUrl":"https://doi.org/10.1080/17425964.2022.2102930","url":null,"abstract":"The title of this editorial reflects one of the fundamental characteristics of self-study, that is, understanding the person within the professional and how the ‘who’ of the teacher educator is understood and enacted through practice. Understanding self and identity and its relationship with practice is captured in the title of Geert Kelchtermans’s (2009) seminal article, ‘Who I am in how I teach is the message’. Each of the five articles in this issue engages with issues of self and identity, albeit through different perspectives and via different means. The articles offer insights into the challenges experienced by teacher educators in choosing to investigate ‘who they are’ as they seek to establish their identities and (re)define their roles. The first article describes a collaborative self-study examining teacher educators’ understandings of self and practice, employing a novel approach to data collection and analysis. In their article, ‘Letting the Light In: A Collaborative Self-Study of Practicum Mentoring’, Awneet Sivia, Sheryl MacMath and Vandy Britton (Canada) investigate their identities as mentors, teacher educators and colleagues as they introduce a practicum innovation into their teacher education program. In order to honor the diverse and collaborative nature of their data, these authors employed the methodological tool of braiding that enabled them to create a more complex and complete representation of their experiences and insights. The authors propose the use of metaphorical tools such as braiding that can allow for different voices and data sets to be more equitably valued in self-study research. The next two articles continue the theme of examining personal and professional identity growth through collaborative self-study, although each begins from a different place in the life course. In their article, ‘It’s Definitely Something You Have to Work Towards: A First-year Female Faculty Member’s Attempt at Role Management’, Kelsey McEntyre, Victoria Shiver and Kevin Andrew Richards (USA) employed an adaptation perspective on role theory to investigate how Kelsey navigated her work and non-work roles as a new faculty member, wife and first-time mother. Role theory adopts a theatre metaphor to explain how individuals are expected to act based on the roles they play in society. Their study affirmed the importance of feeling comfortable to be vulnerable within a critical friendship, thereby enhancing the self-study process by allowing indepth conversations to occur. Following this article, Amon Glasser (Israel) examined the shaping of his academic identity through drawing on childhood episodes of formal and non-formal learning in his article, ‘Autoethnography of Childhood Memories: Clarifying and Enhancing Auto-Pedagogical Identity’. Together with two critical friends, he sought to understand how his early life episodes have served as shaping influences on his pedagogical beliefs, principles and practices as a teacher educator. Utilis","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"47 1","pages":"119 - 120"},"PeriodicalIF":1.6,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84828352","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 : 2022-03-31DOI: 10.1080/17425964.2022.2057941
J. Myers, Danielle L. Defauw, J. Sanders, Sarah Donovan
ABSTRACT As writing teacher educators in the United States, we used collaborative self-study methodology to investigate our career continuums, examining this research question: What are the critical events along writing teacher educators’ journeys that support the development of scholarly expertise and enactment of writing teacher educator identities? As co-researchers, we also served as critical friends during the year-long study, which allowed us to discover our own professional growth trajectories and explore ways to continue to improve teacher preparation and inservice education. The data revealed three themes related to developing writer identities across the lifespan, exploring problems of practice within writer teacher educator learning communities, and expanding possibilities of writing teacher educator practice to broader spaces. Based on these findings, we suggest further research on writing teacher educators’ career continuums and recommend strategies for professional development and support.
{"title":"Using Collaborative Self-Study to Examine Writing Teacher Educators’ Career Continuums","authors":"J. Myers, Danielle L. Defauw, J. Sanders, Sarah Donovan","doi":"10.1080/17425964.2022.2057941","DOIUrl":"https://doi.org/10.1080/17425964.2022.2057941","url":null,"abstract":"ABSTRACT As writing teacher educators in the United States, we used collaborative self-study methodology to investigate our career continuums, examining this research question: What are the critical events along writing teacher educators’ journeys that support the development of scholarly expertise and enactment of writing teacher educator identities? As co-researchers, we also served as critical friends during the year-long study, which allowed us to discover our own professional growth trajectories and explore ways to continue to improve teacher preparation and inservice education. The data revealed three themes related to developing writer identities across the lifespan, exploring problems of practice within writer teacher educator learning communities, and expanding possibilities of writing teacher educator practice to broader spaces. Based on these findings, we suggest further research on writing teacher educators’ career continuums and recommend strategies for professional development and support.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"50 1","pages":"44 - 62"},"PeriodicalIF":1.6,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86661488","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：