Pub Date : 2021-01-02DOI: 10.1080/17425964.2021.1895102
Jinhee Kim, Su-Jeong Wee, Sohyun Meacham
ABSTRACT This self-study explores the experiences and challenges that we as mothers of young children and teacher educators have faced during the COVID-19 pandemic. While describing what our children experienced through remote learning and how we tried to support their learning, we reflect on their former school experiences and our teacher education practices. To do this, we address the following two research questions: (1) What were our children’s experiences in remote learning during the pandemic?; and (2) What were our experiences as mothers and teacher educators in supporting our children’s remote learning during the pandemic? Adopting a collaborative self-study methodology, we collected stories of our experiences as mothers and teacher educators during our children’s remote learning. Our data were collected through participant observations, field notes, and artifacts that our children created, as well as learning materials received from their teachers and schools during the period. In addition, we recorded virtual conferences and wrote reflective journals. The suda approach, which was developed as a research method by the authors was used for data analysis. Originally from Korean culture, suda in simple English is ‘chatting extensively.’ It is different from small talk or chit-chat, though, as it can take a large amount of time, covering several stories in depth. The findings provide several implications for teacher education, school policy, and educational research.
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Pub Date : 2021-01-02DOI: 10.1080/17425964.2021.1903217
J. Kitchen, A. Berry
Self-study practitioners critically and reflectively examine themselves, their practice and the contexts in which they work. Quality self-studies, such as the six articles in this issue of Studying Teacher Education, are situated in the present moment yet engage perennial questions in teaching and teacher education. The ‘self’ figures prominently in the Self-Study of Teacher Education Practices. Most studies implicitly or explicitly explore practitioner identity, voice and/or agency. While the treatment of self may be timeless in S-STEP, it may be time to revisit our conceptions of self. Oren Ergas was an outsider to ‘self-study’ when he stumbled upon the S-STEP Special Interest Group at the American Educational Research Association conference in 2018. Oren’s questioning was welcomed by S-STEP stalwart Jason K. Ritter. Together, Ergas and Ritter (2020) embarked on a journey to examine the self in teacher education that has resulted in an edited volume, Exploring Self toward Expanding Teaching, Teacher Education and Practitioner Research, that features chapters by notable voices in self-study. ‘Expanding the Place of Self in Self-Study through an Autoethnography of Discontents,’ their article in this issue, is a timely reconsideration of the self in self-study in the form of an autoethnography of Oren and his discontents. They conclude by considering the implications of their scholarly examination of the treatment of self in self-study by identifying implications for ontology, epistemology, ethical commitments, and methodology and authority of self. While there is much that is fresh in this article, Oren and Jason situate their ideas as ‘accentuations’ of claims made in seminal works in self-study, notably Bullough and Pinnegar (2004) on ontology of self in self-study and by LaBoskey (2004) on practices of self-reflection and self-transformation. Nothing could be more timely than an article on Covid-19. ‘Self-study,’ as Berry and Kitchen (2020) wrote in the editorial for issue 16(2) of this journal, ‘has important contributions to make in these times for documenting the experiences and insights that come from radical educational change’ (p. 123). We posed three questions:
{"title":"Self Study as Timely and Timeless","authors":"J. Kitchen, A. Berry","doi":"10.1080/17425964.2021.1903217","DOIUrl":"https://doi.org/10.1080/17425964.2021.1903217","url":null,"abstract":"Self-study practitioners critically and reflectively examine themselves, their practice and the contexts in which they work. Quality self-studies, such as the six articles in this issue of Studying Teacher Education, are situated in the present moment yet engage perennial questions in teaching and teacher education. The ‘self’ figures prominently in the Self-Study of Teacher Education Practices. Most studies implicitly or explicitly explore practitioner identity, voice and/or agency. While the treatment of self may be timeless in S-STEP, it may be time to revisit our conceptions of self. Oren Ergas was an outsider to ‘self-study’ when he stumbled upon the S-STEP Special Interest Group at the American Educational Research Association conference in 2018. Oren’s questioning was welcomed by S-STEP stalwart Jason K. Ritter. Together, Ergas and Ritter (2020) embarked on a journey to examine the self in teacher education that has resulted in an edited volume, Exploring Self toward Expanding Teaching, Teacher Education and Practitioner Research, that features chapters by notable voices in self-study. ‘Expanding the Place of Self in Self-Study through an Autoethnography of Discontents,’ their article in this issue, is a timely reconsideration of the self in self-study in the form of an autoethnography of Oren and his discontents. They conclude by considering the implications of their scholarly examination of the treatment of self in self-study by identifying implications for ontology, epistemology, ethical commitments, and methodology and authority of self. While there is much that is fresh in this article, Oren and Jason situate their ideas as ‘accentuations’ of claims made in seminal works in self-study, notably Bullough and Pinnegar (2004) on ontology of self in self-study and by LaBoskey (2004) on practices of self-reflection and self-transformation. Nothing could be more timely than an article on Covid-19. ‘Self-study,’ as Berry and Kitchen (2020) wrote in the editorial for issue 16(2) of this journal, ‘has important contributions to make in these times for documenting the experiences and insights that come from radical educational change’ (p. 123). We posed three questions:","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"183 1","pages":"1 - 3"},"PeriodicalIF":1.6,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80374593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-29DOI: 10.1080/17425964.2020.1852919
Kathleen Pithouse-Morgan
ABSTRACT The catalyst for this self-study research was the performance of a sequence of poems at a colloquium for South African deans of education. The poems portray my interpretation of my students’ stories of physically and emotionally painful experiences at the hands of their former teachers. My intention was to show how the creative possibilities of poetic language and poetic modes could enrich teacher education practice and research. However, while reading the poems, I was conscious of a palpable sense of distress building in the room. I began to wonder if I had made an awful mistake. Later, I questioned what I could or should have done differently, and, in this article, I offer an account of my efforts to learn from this painful poetry performance. I draw on the literary arts to combine vignette, poetry, and dialogue to inquire into my lived experience. Overall, the article demonstrates how extending my reflection through conversation with others allowed me to clearly see that my task as a teacher educator and educational researcher is not to avoid communicating heartbreaking stories in an emotionally powerful poetic format. Instead, it is to try to do so in emotionally supportive and educative ways. I offer my inquiry as an exemplar of how the literary arts can enrich teacher education practice and self-study research in creative ways to engage self-critically with social responsibilities.
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Pub Date : 2020-10-16DOI: 10.1080/17425964.2020.1836486
Oren Ergas, Jason K. Ritter
ABSTRACT This article questions some of the premises undergirding the discourse of self-study, particularly focusing on its treatment of ‘self’. We examine the ontology, authority and ethics of self as they emerge from Oren’s reading of self-study literature in light of his scholarship of and experience in contemplative education. Having focused on studying and teaching mindfulness in teacher education, Oren had been an insider to ‘the study of self’ yet an outsider to ‘self-study’ when he stumbled upon the S-STEP SIG during AERA 2018. His hopes of finally finding a SIG focused on the self were high; however, during the presentations he attended, he became perplexed and disappointed as ‘self’ emerged as somewhat peripheral to the matter he had assumed to be at stake. Written as an autoethnography, this paper describes his search for the sources of his discontents aided by Jason, a self-study insider who shares some of his ideas. Responding to calls for self-study that advocate educational change in a broad sense, we point to some ontological, epistemological and ethical commitments centering around self that may have been limiting self-study. We suggest that some of them can be rethought and point to ways in which this can lead to new possibilities for self-study and its expanded impact.
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Pub Date : 2020-09-01DOI: 10.1080/17425964.2020.1834152
Signe E. Kastberg, Alyson E. Lischka, Susan L. Hillman
ABSTRACT Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article we argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from our self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about our written feedback. Analysis of our narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. We found three factors that mediated our written feedback practices: our mathematics identities, assignment structures, and accreditation. To illustrate the factors we share three vignettes crafted from transcripts of conversations and narratives of our written feedback. These themes, while unique to our contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Our findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.
{"title":"Written Feedback as a Relational Practice: Revealing Mediating Factors","authors":"Signe E. Kastberg, Alyson E. Lischka, Susan L. Hillman","doi":"10.1080/17425964.2020.1834152","DOIUrl":"https://doi.org/10.1080/17425964.2020.1834152","url":null,"abstract":"ABSTRACT Teacher educators’ practices include providing written feedback to preservice teachers. Aims of written feedback include providing information to preservice teachers about their ideas and practices as well as sustaining ongoing relationships. In this article we argue that factors mediating written feedback practice support the informational purposes of feedback while displacing time and space for relational purposes. This argument stems from our self-study using dialogic analysis of three mathematics teacher educators’ conversations and narratives about our written feedback. Analysis of our narratives and transcripts of conversations focused on written feedback practice through the lens of relational teacher education. We found three factors that mediated our written feedback practices: our mathematics identities, assignment structures, and accreditation. To illustrate the factors we share three vignettes crafted from transcripts of conversations and narratives of our written feedback. These themes, while unique to our contexts, illustrate ways teacher educators’ explicit values and goals for teaching about teaching can be crowded out by unexamined factors living within enactments of professional practice. Our findings are contextually bound, but coupled with other self-studies of written feedback illustrate that written feedback practice is informed by teacher educators’ values and context.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"79 1","pages":"324 - 344"},"PeriodicalIF":1.6,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77003884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-01DOI: 10.1080/17425964.2020.1833288
J. Kitchen, A. Berry
Articles in academic journals offer contemporary accounts of the field with a view to informing future understandings. At the same time, authors typically ground their work in established theories ...
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Pub Date : 2020-07-30DOI: 10.1080/17425964.2020.1798753
A. Phillips, Meredith Park Rogers
ABSTRACT The purpose of this self-study was to examine an internal conflict the lead author was feeling about her credibility to teach pre-service elementary teachers when she was similar in age to them and had no K-12 teaching experience. Having taught only as an undergraduate science teaching assistant, she was now assigned in her doctoral program to be an early field experience instructor for elementary education majors. Using Relational Cultural Theory and the framework of deliberate relationship, the role of rapport was analyzed in relation to authority and credibility. Findings show the lead author’s rapport with her pre-service teachers was valuable in supporting her authority and credibility as an instructor, but only when boundaries to rapport were maintained. Specifically, findings show the difficulty in balancing caring for pre-service teachers with appropriate boundaries, and need for diligent transparency of practice. Implications for successful teacher-student relationships when feeling tensions between developing rapport and authority are discussed. Positive, mutually-beneficial relationships with high rapport are possible as long as the instructor maintains appropriate boundaries with pre-service teachers by focusing on the teacher-student relationship rather than attempting to establish friendships.
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Pub Date : 2020-06-30DOI: 10.1080/17425964.2020.1783650
C. Kalinec-Craig, J. Diamond, Jeffrey C. Shih
ABSTRACT Mathematics teacher educators can use video clips of children solving mathematics problems to help teacher candidates attend to nuanced aspects of teaching and learning mathematics. However, the process of selecting and using video clips to support teacher candidates’ learning to teach mathematics is underexplored as are the ways in which mathematics teacher educators can use self-study to examine these processes. In this article, we present the Playlist Process – a method we developed, using the metaphor of a playlist, to examine our practice – and the three insights that emerged during our multi-year, multi-institutional collaborative self-study: (1) use explicit scaffolds to support the development of teacher candidates’ awareness; (2) incorporate Torres’ Rights of the Learner as a tool for supporting teacher candidates’ learning about equitable practices; and (3) increase attention to grain size and progressions of children’s solution strategies. The article concludes by considering how the Playlist Process can support other teacher educators as they engage in self-studies of their practice and collaborate across institutions. Implications for future practice and research are included.
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Pub Date : 2020-06-28DOI: 10.1080/17425964.2020.1784132
Anne O’ Dwyer, M. Hamilton, Richard Bowles
ABSTRACT This article illustrates how simultaneous involvement in two self-studies with critical friends contributed to an early career teacher educator’s development as a relational teacher educator. Both self-studies took place within the university setting: teaching science to the undergraduate elementary teachers and coaching the intervarsity ladies football team. Learning at the intersection between curricular (science education) and co-curricular (football coaching) self studies supported the exploration of a number of binaries within the landscape of practice. Through both self-studies the early career teacher educator’s personal and professional learning evolved. Learning with and from two critical friends in two separate domains could have complicated an already challenging transition to teacher education. However, the brokering of learning at the intersection of both practices illuminated opportunities for new learning experiences. Participation in two self-studies within the university landscape supported development of practice as a relational teacher educator in three ways: enabling a better understanding of practice, developing empathy and dropping the façade to support learners. Although this article illustrates the affordances of self-study as a collaborative approach to support early career teacher educators, key implications are outlined with relevance to support teacher education practices in general.
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