Constructing Our Identities through a Writing Support Group: Bridging from Doctoral Students to Teacher Educator Researchers

Murphy, Shelley; McGlynn-Stewart, Monica; Ghafouri, Farveh

doi:10.1080/17425964.2014.949656

Cited by 26 publications

(21 citation statements)

References 23 publications

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“…Self-study research does not require one particular method, nor does it have a specific focus or outcome; thus it can be difficult to define and categorize (Ovens & Fletcher, 2014). Nevertheless, a key focus within self-study relates to developing knowledge of practice as a tool for promoting reflective teaching; as practices develop and unfold, teacher educators' identities grow (Dinkelman, 2003;Ritter, 2009;Murphy, McGlynn-Stewart, & Ghafouri, 2014).…”

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

“…Teacher education doctoral students across a variety of disciplines, including science (Wiebke & Park Rogers, 2014), mathematics (Marin, 2014), elementary education (Allen, Park Rogers & Borowski, 2016), and curriculum and instruction (Foot, Alicia, Tollafield, & Allan, 2014;Gregory, Diacopoulos, Branyon, & Butler, 2017;McAnulty & Cuenca, 2014) have contributed to the knowledge base on beginning teacher educator doctoral students. Some S-STEP research has also been conducted by interdisciplinary groups of teacher education doctoral students (Murphy, McGlynn-Stewart & Ghafouri, 2014). These studies have illuminated that, although some disciplinary difference may exist in the doctoral student socialization process, there are commonalities related to the challenges doctoral students face in their process of learning to be teacher educators.…”

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

“…For example, all doctoral students must balance multiple identities (e.g., gender, race/ethnicity, marital status) with their role as an emerging teacher educator (Foot et al, 2014;McAnulty & Cuenca, 2014;Allen et al, 2016). This balancing act can lead to challenges, particularly when doctoral students do not take adequate time and opportunity to analyse their educational journey (Murphy et al, 2014;Wiebke & Park Rogers, 2014).…”

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

“…There were, however, few examples of selfstudy research conducted by D-PETE students for Shrehan to use in guiding her own inquiry (Richards & Ressler, 2016. As a result, she turned to a more general outlook of self-study conducted by teacher education doctoral students (e.g., Allen et al, 2016;Butler & Diacopoulos, 2016;Foot et al, 2014;Gregory et al, 2017;McAnulty & Cuenca, 2014;Murphy et al, 2014;Wiebke & Park Rogers, 2014). This highlighted the importance of establishing social connections and the benefits of collaborative relationships built through self-study.…”

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

“…Role balance can be achieved in collaborative research projects; faculty can acknowledge the personalities of their students and attempt to build relationships through increased communication methods. Furthurmore, we believe that self-study, particularly in group settings (Allen et al, 2016;Butler & Diacopoulos, 2016;Foot et al, 2014;Gregory et al, 2017;McAnulty & Cuenca 2014;Murphy et al, 2014;Wiebke & Park Rogers, 2014) can be an important part of this process and can increase support for one's emotional identity.…”

Section: Self-reflecting On Experiences To Witness Identity Changes Fmentioning

confidence: 99%

See 4 more Smart Citations

“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process

Lynch

Andrew

Richards

et al. 2018

Studying Teacher Education

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In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own development whilst also forging recommendations for others in publications. In this selfstudy, we worked to understand the experiences of Shrehan, a teacher from England beginning doctoral study in the USA. Shrehan had no experience teaching at the college level prior to moving to the USA, and she saw self-study as an opportunity to understand her development and acculturation into an unfamiliar system of higher education. Data were collected through journaling, critical-friend discussions, and artefacts, as well as student data in the form of surveys, exit slips, and focus-group interviews. Qualitative data analysis of Shrehan's experiences was guided by the four stages of acculturation theory-honeymoon, culture shock, adjustment, and recovery. Shrehan's journey emphasizes the importance of getting to know undergraduate students and building rapport as key aspects of teaching at the college level. Self-study provided Shrehan with a heightened personal-identity awareness that increased her cultural sensitivity and broadened her worldview. Results are discussed with reference to acculturation theory and future directions for research are provided.

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Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%