A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Samaras, Anastasia P.; Frank, Toya Jones; Williams, Monique Apollon; Christopher, Emily; Rodick, William Harry

doi:10.1080/17425964.2016.1192033

Cited by 14 publications

(12 citation statements)

References 29 publications

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“…Yet, opportunities for improvement remain as candidates did not fully agree to statements tapping coherence between courses or tapping coherence between courses and field experiences. This is consistent with research revealing fragmentation between campus courses and practical experiences (e.g., Samaras et al, 2016). We also observed considerable differences between programs in candidates' experiences of coherence.…”

Section: Perceived Coherencesupporting

confidence: 91%

“…More than a decade ago, Darling-Hammond et al (2005) called for more research on the coherence of teacher education programs. Although some scholars acted upon this call (e.g., Assaf et al, 2010; Samaras et al, 2016), research investigating coherence empirically is still limited. Based upon our empirical investigation, we contribute to the field of teacher education program coherence, adding to the more theoretical and conceptual studies advocating coherence (e.g., Muller, 2009; Weston & Henderson, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Building upon this work, scholars in teacher education have argued that programs need tight coherence and integration among courses as well as between courses and field placement (e.g., Anderson & Stillman, 2013; Darling-Hammond, 2014; Hoban, 2005; Samaras, Frank, Williams, Christopher, & Rodick, 2016). In strong teacher education programs, courses intersect and build upon each other with the presented ideas and knowledge being interwoven with teacher candidates’ work during their field placement.…”

mentioning

confidence: 99%

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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Although teacher educators may perceive their program and courses to be coherent, the question remains to what extent student teachers also are able to perceive the linkages within their programs. Coherence within teacher education programs is important for teacher candidates to build understanding of teaching. Our study draws upon survey data from 269 teacher candidates, in three different teacher education programs, located in three different countries (Norway, Finland, United States [California]) and compares these candidates’ perceptions of the coherence of their teacher education programs. Candidates from a program that has explicitly been working on constructing a coherent program over a period of 15 years do report significantly more coherence, yet, across the programs, there remains room for improvement regarding the coherence between field placement and campus courses. We conclude with the suggestion that potential improvement of program coherence lies within greater communication and collaboration between the various stakeholders within teacher education.

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Section: Perceived Coherencesupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Diversity in Coherence: Strengths and Opportunities of Three Programs

Canrinus

Klette

Hammerness

2017

Journal of Teacher Education

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“…Collective self-study extends the inquiry beyond individual practice to include an explicit focus on collective improvement (Samaras et al, 2016). It is particularly valuable when the goal of analysis is to improve organizational practice and facilitate change in professional culture (Davey and Ham, 2009).…”

Section: Methodsmentioning

confidence: 99%

Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Lasater

Smith

Pijanowski

et al. 2021

IJMCE

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PurposeThe purpose of this study is to investigate mentorship practices during the COVID-19 pandemic and to consider how mentorship could be improved to support students of educational leadership (EDLE) during crises.Design/methodology/approachParticipants in this collective self-study were four faculty members (i.e. the authors) within an EDLE program in one public, research-intensive university in the southern USA. Data sources were memos, email correspondence, reflective dialogue, course evaluations and meeting notes. Analysis involved dialogic engagement among the research team to identify emergent themes.FindingsAnalysis revealed five themes that reflect our collective experiences as mentors during the pandemic. These themes were challenges created by dismantled systems; meeting students' needs for understanding, flexibility and meaningful learning experiences; evolving personal–professional boundaries; grappling with our own sense-making and well-beingness; and clarifying values and priorities.Practical implicationsThe pandemic exemplifies the need for a deeper conceptualization of mentorship that stimulates more intimate, compassionate relationships between mentors and mentees. When mentorship is grounded in compassion, intimacy and mutual vulnerability, it demonstrates a genuine ethic of care and concern for others that is supportive of well-being and serves as a model for mentees entering the profession.Originality/valueThis paper extends disciplinary knowledge by focusing on the mentorship of EDLE students during crises and provides insights on how mentorship could be enacted to mutually support mentor–mentee well-being.

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“…John Lyle defines video-stimulated recall "an introspection procedure in which (normally) videotaped passages of behaviour are replayed to individuals to stimulate recall of their concurrent cognitive activity" (Lyle 2003: 861) . Its implementation can vary significantly, with individual analysis or collaborative analysis and goal-purposed interpretation or reflexive dialogue (either alone or with peers) (Samaras et al 2016). …”

Section: Contextual Example Contextual Examplementioning

confidence: 99%

Exploring whether (and how) self-reflection can improve practice as a teacher educator

Fragkos¹

2018

MedEdPublish

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Exploring whether (and how) self-reflection can improve practice as Exploring whether (and how) Abstract AbstractThe present essay describes a model under which a method of self-improvement of teacher-educator practice can be implemented by analyzing personal practices. I will focus my argument on investigating self-reflection and the subject under investigation will be the educator: how can they self-reflect in order to enhance their learning and hence their practice. The first step of the model is self-reflection. The second step will be self-study. The final step will be self-research techniques (such as autoethnography). This final step will provide the validity for improving personal practice in a possibly reliable way such that practices of narcissism and self-replicating redundancies or errors are avoided. By acknowledging the multiple identities a teacher assumes in their professional practice allows them to analyze them systematically and eventually improve on them.

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A Collective Self-Study to Improve Program Coherence of Clinical Experiences

Cited by 14 publications

References 29 publications

Diversity in Coherence: Strengths and Opportunities of Three Programs

Diversity in Coherence: Strengths and Opportunities of Three Programs

Redefining mentorship in an era of crisis: responding to COVID-19 through compassionate relationships

Exploring whether (and how) self-reflection can improve practice as a teacher educator

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