Pub Date : 2021-09-13DOI: 10.1080/17425964.2021.1975108
Allison Parsons, A. Samaras, Beth Dalbec, Lynne Scott Constantine, A. Evmenova
ABSTRACT A growing number of universities are expanding programs with increased use of adjunct faculty. This research describes our experience developing and enacting a low-resource, scalable peer-to-peer program of research and professional development for adjunct faculty. This transdisciplinary adjunct self-study collaborative simultaneously targeted our understanding of facilitating self-study communities, and the transformation of individual teaching in the service of enhanced student learning while working to create a professional network for adjunct faculty. The study blends existing understanding of facilitating self-study research communities while further understanding the use of critical friends to engage faculty in a more substantive fashion. Facilitating and supporting virtual critical friend collaboration while re-imagining facilitator and participant roles, responsibilities, and expectations are discussed. As universities increasingly employ adjunct faculty, collaborative, cross-disciplinary work has strong potential to cohesively improve teaching in higher education.
{"title":"Facilitators’ Self-Study Of A Virtual Adjunct Faculty Self-Study Collaborative","authors":"Allison Parsons, A. Samaras, Beth Dalbec, Lynne Scott Constantine, A. Evmenova","doi":"10.1080/17425964.2021.1975108","DOIUrl":"https://doi.org/10.1080/17425964.2021.1975108","url":null,"abstract":"ABSTRACT A growing number of universities are expanding programs with increased use of adjunct faculty. This research describes our experience developing and enacting a low-resource, scalable peer-to-peer program of research and professional development for adjunct faculty. This transdisciplinary adjunct self-study collaborative simultaneously targeted our understanding of facilitating self-study communities, and the transformation of individual teaching in the service of enhanced student learning while working to create a professional network for adjunct faculty. The study blends existing understanding of facilitating self-study research communities while further understanding the use of critical friends to engage faculty in a more substantive fashion. Facilitating and supporting virtual critical friend collaboration while re-imagining facilitator and participant roles, responsibilities, and expectations are discussed. As universities increasingly employ adjunct faculty, collaborative, cross-disciplinary work has strong potential to cohesively improve teaching in higher education.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"112 1","pages":"197 - 218"},"PeriodicalIF":1.6,"publicationDate":"2021-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89384945","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 : 2021-09-03DOI: 10.1080/17425964.2021.1969227
Amanda Moody Maestranzi, Jane Bolgatz, Nancy Brown, Margo A. Jackson
ABSTRACT This article examines the tensions encountered and lessons learned when a White teacher mentor discovered white fragility in her mentoring practices with a Black novice teacher. It was the mentor’s first attempt to ‘wake up white’ and acknowledge her White identity in her mentoring actions. The mentor engaged a secondary English as a New Language teacher in six observation cycles to support the teacher with culturally responsive pedagogy (CRP). The mentor discovered her restraint in conversations when the teacher reflected on teaching students about racism. Further, the mentor enacted white fragility when she avoided discussing the teacher’s critically conscious pedagogy, stifling opportunities for deep reflection. The mentor’s actions indicate that she had not engaged in necessary self-work before mentoring the teacher in CRP. Self-work that the mentor had missed includes exploring her White identity, privilege, and cultural competence. Implications for White teacher educators, mentors, and supervisors include the need to engage in ongoing self-work and professional development to explore White identity and privilege and develop racial literacy to engage in race talk.
{"title":"Exploring Tensions: A Self-Study of A Teacher Educator’s White Fragility in Mentoring Novice Teachers","authors":"Amanda Moody Maestranzi, Jane Bolgatz, Nancy Brown, Margo A. Jackson","doi":"10.1080/17425964.2021.1969227","DOIUrl":"https://doi.org/10.1080/17425964.2021.1969227","url":null,"abstract":"ABSTRACT This article examines the tensions encountered and lessons learned when a White teacher mentor discovered white fragility in her mentoring practices with a Black novice teacher. It was the mentor’s first attempt to ‘wake up white’ and acknowledge her White identity in her mentoring actions. The mentor engaged a secondary English as a New Language teacher in six observation cycles to support the teacher with culturally responsive pedagogy (CRP). The mentor discovered her restraint in conversations when the teacher reflected on teaching students about racism. Further, the mentor enacted white fragility when she avoided discussing the teacher’s critically conscious pedagogy, stifling opportunities for deep reflection. The mentor’s actions indicate that she had not engaged in necessary self-work before mentoring the teacher in CRP. Self-work that the mentor had missed includes exploring her White identity, privilege, and cultural competence. Implications for White teacher educators, mentors, and supervisors include the need to engage in ongoing self-work and professional development to explore White identity and privilege and develop racial literacy to engage in race talk.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"11 1","pages":"40 - 60"},"PeriodicalIF":1.6,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73245186","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 : 2021-09-02DOI: 10.1080/17425964.2021.1997242
J. Kitchen, A. Berry
We are honored to include in this issue ‘Of What Do We Testify? A Meditation on Becoming “Good” and on the Nature of “Self” in Self-Study,’ by Robert V. Bullough, Jr. Bullough has been an important influence on many of us in the self-study of teacher education practices community. Before the emergence of self-study, Bullough took considerable interest in studying his practice and making public his insights into how to effectively prepare prospective teachers (e.g., Bullough & Gitlin, 1995). Later, Bullough and Pinnegar (2001) published ‘Guidelines for Quality in Autobiographical Forms of Self-Study Research.’ This article was significant in two respects: as a highly cited methodological guide and for the mainstream recognition of self-study through its publication in Educational Researcher. In ‘Of What Do We Testify?’ Bullough reflects on the moral claims embedded in self-study by asking ‘Does self-study research help its practitioners become “good,” to become better people?’ He returns to questions regarding the self in self-study through the lens of pragmatism: ‘Of what do we testify?’ Or, in more contemporary language, ‘Who am I? What do I stand for? What am I good for?’ By linking self with study, Bullough proposes that self-study ‘seems to proclaim the importance of the person and the quality of that person’s life to the quality of the practice. Hence, this meditation on self-study and on goodness.’ He does argue, however, exploring and understanding the self leads to ‘greater goodness and well-being.’ The arguments are complex and the literature cited is far-ranging in this thoughtful meditation on our approach to living and practicing teacher education. The other articles in this issue can also be considered in relation to becoming ‘good’ through self-study. Hopefulness in the face of challenges is a quality Bullough admires in the work of the self-study community: ‘at its center is a lively respect for the difficulty and value of the work.’ This hopefulness is evident in ‘“It’s Messy and It’s Frustrating at Times, but It’s Worth It.” Facilitating the Professional Development of Teachers Implementing an Innovation’ by Stephanie Beni, an emerging scholar and university instructor. In this self-study, Beni reports on her effort to teach twelve teachers how to incorporate a Meaningful Physical Education approach in their work. In the process of making the learning experience meaningful for her participants and collecting data for her self-study, Beni also discovered the importance of understanding her own identity and experience, aligning her values with her practices, and navigating the unexpected. While she acknowledges there is still much to learn and do, the sense of wonder Beni brings to the frustrations, tensions and messiness of teaching makes her hopeful as an educator and scholar. A similar sense of wonder and hope is evident in ‘What is the (Real) Agenda of a Critical Pedagogue? Self-Studying the Application of Freire in Moral-Polit
{"title":"Becoming ‘Good’ through Self-Study","authors":"J. Kitchen, A. Berry","doi":"10.1080/17425964.2021.1997242","DOIUrl":"https://doi.org/10.1080/17425964.2021.1997242","url":null,"abstract":"We are honored to include in this issue ‘Of What Do We Testify? A Meditation on Becoming “Good” and on the Nature of “Self” in Self-Study,’ by Robert V. Bullough, Jr. Bullough has been an important influence on many of us in the self-study of teacher education practices community. Before the emergence of self-study, Bullough took considerable interest in studying his practice and making public his insights into how to effectively prepare prospective teachers (e.g., Bullough & Gitlin, 1995). Later, Bullough and Pinnegar (2001) published ‘Guidelines for Quality in Autobiographical Forms of Self-Study Research.’ This article was significant in two respects: as a highly cited methodological guide and for the mainstream recognition of self-study through its publication in Educational Researcher. In ‘Of What Do We Testify?’ Bullough reflects on the moral claims embedded in self-study by asking ‘Does self-study research help its practitioners become “good,” to become better people?’ He returns to questions regarding the self in self-study through the lens of pragmatism: ‘Of what do we testify?’ Or, in more contemporary language, ‘Who am I? What do I stand for? What am I good for?’ By linking self with study, Bullough proposes that self-study ‘seems to proclaim the importance of the person and the quality of that person’s life to the quality of the practice. Hence, this meditation on self-study and on goodness.’ He does argue, however, exploring and understanding the self leads to ‘greater goodness and well-being.’ The arguments are complex and the literature cited is far-ranging in this thoughtful meditation on our approach to living and practicing teacher education. The other articles in this issue can also be considered in relation to becoming ‘good’ through self-study. Hopefulness in the face of challenges is a quality Bullough admires in the work of the self-study community: ‘at its center is a lively respect for the difficulty and value of the work.’ This hopefulness is evident in ‘“It’s Messy and It’s Frustrating at Times, but It’s Worth It.” Facilitating the Professional Development of Teachers Implementing an Innovation’ by Stephanie Beni, an emerging scholar and university instructor. In this self-study, Beni reports on her effort to teach twelve teachers how to incorporate a Meaningful Physical Education approach in their work. In the process of making the learning experience meaningful for her participants and collecting data for her self-study, Beni also discovered the importance of understanding her own identity and experience, aligning her values with her practices, and navigating the unexpected. While she acknowledges there is still much to learn and do, the sense of wonder Beni brings to the frustrations, tensions and messiness of teaching makes her hopeful as an educator and scholar. A similar sense of wonder and hope is evident in ‘What is the (Real) Agenda of a Critical Pedagogue? Self-Studying the Application of Freire in Moral-Polit","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"46 1","pages":"253 - 255"},"PeriodicalIF":1.6,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77923766","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 : 2021-08-09DOI: 10.1080/17425964.2021.1961127
Stephanie Beni
ABSTRACT This self-study research focuses on one teacher educator’s experience of learning to enact a pedagogy of facilitating teachers’ professional development (PD) through a community of practice (CoP) for teachers who were learning to use the Meaningful Physical Education (PE) approach. Twelve teacher participants with a range of experience levels were supported through a CoP in learning about and implementing the approach in their classrooms across two school years. These teachers had no prior connection to the teacher educator; they were voluntary participants who showed an interest in learning about Meaningful PE. The role of the teacher educator, who was conducting this research as part of a university-affiliated research project, was to facilitate CoP meetings while simultaneously collecting data on teachers’ implementation of Meaningful PE. Identity theory is used to make sense of the facilitator’s experience of learning to enact a pedagogy of facilitation. Qualitative data sources include: researcher reflective journal; teacher interviews; CoP meeting transcripts; and non-participant observations in teachers’ classrooms. Three themes are highlighted: (1) the facilitator’s experience of developing an identity as a facilitator of PD, (2) aligning a personal pedagogical philosophy with practice, and (3) navigating the unexpected. This study highlights the role of self-study research in helping the beginning facilitator of teachers’ PD understand their sense of self and identity and navigate the tensions associated with learning to take on a new role.
{"title":"‘It’s Messy and It’s Frustrating at Times, but It’s Worth It.’ Facilitating the Professional Development of Teachers Implementing an Innovation","authors":"Stephanie Beni","doi":"10.1080/17425964.2021.1961127","DOIUrl":"https://doi.org/10.1080/17425964.2021.1961127","url":null,"abstract":"ABSTRACT This self-study research focuses on one teacher educator’s experience of learning to enact a pedagogy of facilitating teachers’ professional development (PD) through a community of practice (CoP) for teachers who were learning to use the Meaningful Physical Education (PE) approach. Twelve teacher participants with a range of experience levels were supported through a CoP in learning about and implementing the approach in their classrooms across two school years. These teachers had no prior connection to the teacher educator; they were voluntary participants who showed an interest in learning about Meaningful PE. The role of the teacher educator, who was conducting this research as part of a university-affiliated research project, was to facilitate CoP meetings while simultaneously collecting data on teachers’ implementation of Meaningful PE. Identity theory is used to make sense of the facilitator’s experience of learning to enact a pedagogy of facilitation. Qualitative data sources include: researcher reflective journal; teacher interviews; CoP meeting transcripts; and non-participant observations in teachers’ classrooms. Three themes are highlighted: (1) the facilitator’s experience of developing an identity as a facilitator of PD, (2) aligning a personal pedagogical philosophy with practice, and (3) navigating the unexpected. This study highlights the role of self-study research in helping the beginning facilitator of teachers’ PD understand their sense of self and identity and navigate the tensions associated with learning to take on a new role.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"41 1","pages":"273 - 291"},"PeriodicalIF":1.6,"publicationDate":"2021-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74639388","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 : 2021-08-02DOI: 10.1080/17425964.2021.1960814
Tierney B. Hinman, Ye He, Dawn Bagwell
ABSTRACT Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators’ hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators’ critical reflections on their own practice and identity development. Data collection spanned teacher educators’ experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators’ sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed.
{"title":"Developing Teacher Educators’ Hybrid Identities by Negotiating Tensions in Linguistically Responsive Pedagogy: A Collaborative Self-Study","authors":"Tierney B. Hinman, Ye He, Dawn Bagwell","doi":"10.1080/17425964.2021.1960814","DOIUrl":"https://doi.org/10.1080/17425964.2021.1960814","url":null,"abstract":"ABSTRACT Intentional integration of knowledge from both K-12 practice and teacher preparation theories supports emerging teacher educators’ hybrid identity development. In this collaborative self-study, three teacher educators reflected upon the negotiation of tensions that arose in their efforts to promote culturally and linguistically responsive pedagogy in K-12 and teacher education settings. Individual journals, recorded critical friend discussions, and teaching artifacts were used as data to support teacher educators’ critical reflections on their own practice and identity development. Data collection spanned teacher educators’ experiences teaching K-12 students in a summer writing camp, creating vignettes based on writing camp experiences, and implementing those vignettes in teacher education settings. Analysis surfaced tensions between teacher and teacher educator identities and between stated objectives and implicit assumptions focused on multicultural education reform. Implications of teacher educators’ sustained engagement in both K-12 and teacher preparation settings using the dual processes of reflection and action are discussed.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"3 1","pages":"330 - 349"},"PeriodicalIF":1.6,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88306893","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 : 2021-08-02DOI: 10.1080/17425964.2021.1960498
Marisa Kofke, D. Morrison
ABSTRACT Our self-study examines our integration of concepts from the field of Disability Studies in Education (DSE) into our introductory special education and educational foundations courses in two different accredited teacher preparation programs. Using narratives and shared dialogues about our curricular deliberations, we explored the barriers and possibilities of bringing critical visions of disability into the dominant teacher education curriculum. While barriers such as our positioning as contingent faculty and graduate students hindered our adaptation of the “official” curriculum of our programs, we found that such changes afforded important possibilities for justice-oriented teacher preparation. We discuss our realization of DSE as the “null curriculum” in our programs and the need to break away from the curricular status quo in our courses. Our conclusions explore how the integration of DSE informed concepts generated unique opportunities for exploring social justice concepts with the next generation of teachers.
{"title":"Disability Studies in Education and Justice-Oriented Teacher Preparation: Understanding the Barriers and Possibilities of Integrating Critical Visions of Disability","authors":"Marisa Kofke, D. Morrison","doi":"10.1080/17425964.2021.1960498","DOIUrl":"https://doi.org/10.1080/17425964.2021.1960498","url":null,"abstract":"ABSTRACT Our self-study examines our integration of concepts from the field of Disability Studies in Education (DSE) into our introductory special education and educational foundations courses in two different accredited teacher preparation programs. Using narratives and shared dialogues about our curricular deliberations, we explored the barriers and possibilities of bringing critical visions of disability into the dominant teacher education curriculum. While barriers such as our positioning as contingent faculty and graduate students hindered our adaptation of the “official” curriculum of our programs, we found that such changes afforded important possibilities for justice-oriented teacher preparation. We discuss our realization of DSE as the “null curriculum” in our programs and the need to break away from the curricular status quo in our courses. Our conclusions explore how the integration of DSE informed concepts generated unique opportunities for exploring social justice concepts with the next generation of teachers.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"35 1","pages":"350 - 368"},"PeriodicalIF":1.6,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81385736","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 : 2021-07-30DOI: 10.1080/17425964.2021.1960499
Todd Reynolds
ABSTRACT Five years after an initial self-study on my dialogic teaching practices in a teacher preparation course, I conducted a follow up study to see if I grew as a dialogic teacher in the same class. This article describes the a second self-study of my dialogic teaching practices in an English methods course, and compares findings with the initial analysis to determine growth over time. Classes were transcribed and then analyzed utilizing Stanza Addressivity Quadrants. The findings indicated that I increased time for student voice in the second class and decreased time for my voice, and that I incorporated structural changes to the way I planned for the second course that increased small group talk and decreased whole-class discussion by keeping discussions focused on specific passages. In those discussions, I used open-ended questions, and focused small group prompts to create more dialogic discussions. However, I also used questions with predetermined answers, and kept interjecting with my thoughts throughout many of those discussions. Even though all kinds of talk have a place in the classroom, I found that my purpose for the discussions did not always match the execution. Implications a focus on relinquishing content control at purposeful moments to allow students to construct knowledge through discussion, and on increasing student-to-student interactions, all while maintaining the small group to whole class structure of the class.
{"title":"Striving for Improvement in Dialogic Teaching: A Self-Study of the Dialogic Practices in an English Methods Classroom","authors":"Todd Reynolds","doi":"10.1080/17425964.2021.1960499","DOIUrl":"https://doi.org/10.1080/17425964.2021.1960499","url":null,"abstract":"ABSTRACT Five years after an initial self-study on my dialogic teaching practices in a teacher preparation course, I conducted a follow up study to see if I grew as a dialogic teacher in the same class. This article describes the a second self-study of my dialogic teaching practices in an English methods course, and compares findings with the initial analysis to determine growth over time. Classes were transcribed and then analyzed utilizing Stanza Addressivity Quadrants. The findings indicated that I increased time for student voice in the second class and decreased time for my voice, and that I incorporated structural changes to the way I planned for the second course that increased small group talk and decreased whole-class discussion by keeping discussions focused on specific passages. In those discussions, I used open-ended questions, and focused small group prompts to create more dialogic discussions. However, I also used questions with predetermined answers, and kept interjecting with my thoughts throughout many of those discussions. Even though all kinds of talk have a place in the classroom, I found that my purpose for the discussions did not always match the execution. Implications a focus on relinquishing content control at purposeful moments to allow students to construct knowledge through discussion, and on increasing student-to-student interactions, all while maintaining the small group to whole class structure of the class.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"83 1","pages":"311 - 329"},"PeriodicalIF":1.6,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83627740","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 : 2021-07-28DOI: 10.1080/17425964.2021.1959311
Orit Schwarz-Franco, Oren Ergas
ABSTRACT This self-study examines my work as a teacher of “Moral Preparation for the Army,’ a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire’s inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue’s role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.
{"title":"What Is the (Real) Agenda of a Critical Pedagogue? Self-Studying the Application of Freire in Moral-Political High-School Education","authors":"Orit Schwarz-Franco, Oren Ergas","doi":"10.1080/17425964.2021.1959311","DOIUrl":"https://doi.org/10.1080/17425964.2021.1959311","url":null,"abstract":"ABSTRACT This self-study examines my work as a teacher of “Moral Preparation for the Army,’ a program inspired by Freire and implemented in an Israeli public high school. Together with a fellow teacher educator serving as critical friend, I reflected on my practice through memory-work, and analyzed it in light of critical pedagogy. Looking back, I acknowledged Freire’s inspiration: offering complex conceptions on sociopolitical issues and encouraging me to inquire into my ideological objectives and question the openness of my dialogue. The result is a novel interpretation of the critical pedagogue’s role, providing insights for teacher educators on how to teach Freirean pedagogy and how to guide their student teachers to maintain an ethics of diversity and inclusion, particularly when facing anti-democratic threats.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"6 1","pages":"292 - 310"},"PeriodicalIF":1.6,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74086211","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 : 2021-07-18DOI: 10.1080/17425964.2021.1951695
R. Bullough
ABSTRACT Noting that the concept of ‘self’ often is given short shrift in self-study research, the author engages in a mediation on self and self-study. Drawing on G.H. Mead’s conception of the ‘I’ and the ‘Me’ to define the self, the author explores the nature of and possibilities for self-study that addresses as a central question, ‘Of what do I testify?’ Such research is justified not only by the promise of greater congruence between beliefs and actions, but by the moral claim that better education flows from the increased goodness of educators who must function as trustworthy guides of the young. Noting the potential dangers of authenticity and congruence as motives in self-formation, including the rise of forms of fundamentalism, the author suggests sincerity as a promising moral alterative for self-study that takes ‘goodness’ seriously.
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Pub Date : 2021-06-28DOI: 10.1080/17425964.2021.1946389
Amy Tondreau, W. Gardiner, K. White, E. Stevens, Tierney B. Hinman, Tess M. Dussling, Nance S. Wilson, Sophie Degener
ABSTRACT This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration – across contexts and across time, attending to both our self-work and our pedagogy – provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.
{"title":"(Be)coming Critical Teacher Educators: Collaborative Self-Study across Contexts","authors":"Amy Tondreau, W. Gardiner, K. White, E. Stevens, Tierney B. Hinman, Tess M. Dussling, Nance S. Wilson, Sophie Degener","doi":"10.1080/17425964.2021.1946389","DOIUrl":"https://doi.org/10.1080/17425964.2021.1946389","url":null,"abstract":"ABSTRACT This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration – across contexts and across time, attending to both our self-work and our pedagogy – provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"57 1","pages":"61 - 79"},"PeriodicalIF":1.6,"publicationDate":"2021-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91133082","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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