Advancing the Scholarship of Teaching Through Collaborative Self-Study

Louie, Belinda; Drevdahl, Denise J.; Purdy, Jill M.; Stackman, Richard W.

doi:10.1353/jhe.2003.0016

Cited by 73 publications

(21 citation statements)

References 36 publications

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“…The use of monitoring allows implementing a qualitative approach to the educational process, working in subject-subject relations (Asadullin, 2016;Louie, Drevdahl, Purdy, & Stackman, 2003), eliminating the psychological barrier of uncertainty in own forces while working on the PC, generating the willingness and the need to analyze and evaluate own activities as well as to apply information technology for solving professional and personally important problems (Bundick, Quaglia, Corso, & Haywood, 2014;Shaffer, Nash, & Ruis, 2015).…”

Section: Methods Of the Researchmentioning

confidence: 99%

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

Barinova

Zakirova

Akhmetova

et al. 2018

EURASIA J MATH SCI T

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The main goal of the present paper is to get a feedback of the Computer Science lessons in order to introduce consecutive changes in Computer Science curriculum for enhancing the efficiency of the educational process. One of the prospective ways of solving such a problem is the use of information and communication technologies that help searching for an option for enhancing the efficiency. The aim of the current research is to develop monitoring of the educational process at the Computer Science lessons with the use of information and communication technologies and the implementation of the process concerning teachers' deliberate acquirement of monitoring skills. The essential method is monitoring that can improve the state of schooling at the Computer Science lessons by means of identifying problems and deliberate individual work. The paper deals with the step-by-step algorithm of the monitoring implementation at the Computer Science lessons. This algorithm includes the following stages: introductory and motivational, reproductive self work, productive self work and final stage. The peculiarity of monitoring is its traceability of the educational process, a phased examination and progress assessment at the Computer Science lessons. The implementation of phased monitoring at the Computer Science lessons aims at classroom management, the development of educational work and impartial progress assessment.

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Section: Methods Of the Researchmentioning

confidence: 99%

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

Barinova

Zakirova

Akhmetova

et al. 2018

EURASIA J MATH SCI T

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“…Self-study serves as both a tool for developing and improving teacher education practices, and an avenue through which these practices may be shared with a larger community of teacher educators (Dinkelman, 2003). The benefits of collaborating in self-study, as opposed to individual reflection, include: the inclusion of a variety of perspectives to an area of concern or interest related to teacher education, the opportunity for collegial dialogue around teacher education practices, and the space it creates for community building (Louie et al, 2003).…”

Section: Self-studymentioning

confidence: 99%

“…We believe that by evaluating our experiences during our changing program, we gained a new sense of purpose, further defining the TLLSC organizational identity, and in turn, our personal identities within TLLSC (Bridges, 2009). Engaging in this type of self-study can challenge teacher educators to consider discord between ideologies and practice, to explore complexities of their identities, and to collaborate with other faculty sharing their research interests (Louie, Drevdahl, Purdy, & Stackman, 2003). In the next section, we describe our findings from our self-study, exploring our written reflections, as both the object of investigation and method (Milner, 2008).…”

Section: Program Context and Our Changing Organizational Identitymentioning

confidence: 99%

“…Our data raise several implications for the field more broadly and for how teacher education programs can and should evolve within the present educational landscape. The cultural, intellectual, and political dimensions of the professorate compelled us to engage in self-study to establish our identities and values within the academic community (Louie et al, 2003).…”

Section: Future Directions and Hopesmentioning

confidence: 99%

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Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

Chang

Neugebauer

Ellis

et al. 2016

Studying Teacher Education

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Faculty in the School of Education at our institution have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e., where courses focus primarily on theoretical principles of practice through textbooks and University-based classroom discussions), to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators' experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education.

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“…Multiple methods of data generation are appropriate in self-study research, and they should closely adhere to the research questions that guide the study (Louie, Drevdahl, Purdy, & Stackman, 2003). Although data were collected in this study from all three participants in a similar way, there was space for participants to adjust methods to our personal preferences.…”

Section: Data Generation and Analysismentioning

confidence: 99%

Exploring Doctoral Student Identity Development Using a Self-Study Approach

Foot

Crowe

Tollafield

et al. 2014

Teaching & Learning Inquiry: The ISSOTL Journal

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The doctoral journey is as much about identity transitions as it is about becoming an expert in a field of study. however, transitioning from past and professional lives and identities to scholarly identities is not an easy process. Three doctoral students at vari ous stages of completion engaged in self-study research to explore their emerging identities as doctoral student practitioners. Drawing on self-study and doctoral student identity research, as well as findings from our in di vidual analyses, we explore how self-study can be used as an authentic and positive experience to help doctoral students understand their scholarly identity development. after describing the benefits of self-study research for doctoral student success, we provide practical guidelines for how to implement self-study research into existing doctoral programs.

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Advancing the Scholarship of Teaching Through Collaborative Self-Study

Cited by 73 publications

References 36 publications

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

Monitoring of the Educational Process with the Use of Information and Communication Technologies: A Case Study in Computer Science

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

Exploring Doctoral Student Identity Development Using a Self-Study Approach

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