Authentic Conversation as Faculty Development: Establishing a self-study group in a faculty of education

Kitchen, Julian; Parker, Darlene Ciuffetelli; Gallagher, Tiffany L.

doi:10.1080/17425960802433637

Cited by 63 publications

(21 citation statements)

References 15 publications

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“…Based on a systematic review of the literature, Stoll et al defined a professional learning community as, 'a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learningoriented, growth-promoting way […] operating as a collective enterprise ' (2006, p. 223). Following this definition, a trusting, collegial environment is crucial in the critical reflection on personal practice within a group setting, including a self-study research group (see also Hoban et al 2007, Kitchen et al 2008. Hence, our third proposition:…”

Section: Content and Rationale Of The Facilitationmentioning

confidence: 99%

Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development

Vanassche

Kelchtermans

2015

Professional Development in Education

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This article reports on a two-year study of a self-study research group facilitation. The research group was designed as a professional development project in which six experienced teacher educators investigated their practices using a selfstudy approach. The pedagogical rationale of the facilitation was based on four broadly shared theoretical principles on how teacher educators can effectively work on their professional development. These theoretical principles were translated in a series of propositions ('if … then …') making clear the implications these principles held for the interventions of facilitators of teacher educator professional development. Qualitative content analysis of the audiotapes of the research group meetings, the facilitators' logbooks and all the written materials produced during the project serves as an empirical validation and refinement of these principles. The findings are presented as amendments to the original propositions. By interpretatively discussing why these propositions functioned as they did in practice, we contribute to the development of a pedagogy of teacher educator professional development.

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Section: Content and Rationale Of The Facilitationmentioning

confidence: 99%

Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development

Vanassche

Kelchtermans

2015

Professional Development in Education

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“…Self-study includes assumptions about legitimate knowledge production methods that broaden what counts as research (Bullough & Pinnegar, 2001). Collaboration has become one of the central features of self-study (Kitchen, Ciuffetelli Parker, & Gallagher, 2008).…”

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confidence: 99%

Developing Research Relationships toward a Learning Partnership

Kaasila

Lutovac

2014

Scandinavian Journal of Educational Research

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Research relationships are often poorly understood. Why are some collaborations between research partners more productive than others? This question was a starting point of this paper. By describing their own experiences over a period of three years, the authors evaluated research relationships through collaborative self-study. At the beginning, they encountered challenges because they came from different countries and communities with different socio-emotional norms. In addition, while the first author was an experienced researcher, the second was just beginning her career as a researcher. The authors identified three phases through which their research relationship developed into a learning partnership and described the collaborative activities that enhanced the process of change. This study shows that the both participants have learned a lot from the other. The most central accomplishments of their learning partnership are improved reflection skills and academic productivity.

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“…We are not the first to discover the potential of collaboration in staff development (see Kitchen, Parker, & Gallagher, 2008), nor are we the first to use selfstudy as a way of helping teacher educators to undertake research that is relevant to their identities as teachers and teacher educators (see Craig, 2006). But this study is more than a replication of other studies.…”

Section: Studying Teacher Education 171mentioning

confidence: 92%