Exploring the Concept of Dialogue in the Self-Study of Teaching Practices

Placier, Peggy; Pinnegar, Stefinee; Hamilton, Mary Lynn; Guilfoyle, Karen

doi:10.1007/1-4020-3528-4_4

Cited by 19 publications

(10 citation statements)

References 19 publications

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“…To further "describe, interpret,a nd discover" (Cochran-Smith, 2008, p. 275) Pedagogy ARSL as an effective featureo ft eacher education, we used an iterative process of naturalistic inquiry (Lincoln&Guba,1 985) coupled with assumption writing and examination (Brookfield, 1995) and dialogic self-studyc onversations (Placier, Pinnegar, Hamilton, &Guilfoyle, 2005). First, we used aform of naturalistic inquiry with continuing persistent observation, peer debriefing,and member checking (Lincoln&Guba, 1985) to carefully examine each 3-hour videotaped lesson for evidence of higher-order thinking in Studying TeacherE ducation 53 our students, as well as our meta-commentary.…”

Section: Discussionmentioning

confidence: 99%

“…As we compared videotapes from the two semesters and engaged in member checking with self-studyd ialog (Lincoln &G uba,1 985;Placier et al, 2005), we realized that we had gradually learned how to peel back the layers of our own teaching expertise in order to allow our preservice teacherst om ore fully grasp the higher-order nature of teacher thinking:…”

Section: From Tacit To Explicitmentioning

confidence: 99%

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Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

Leaman

Flanagan

2013

Studying Teacher Education

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Section: Discussionmentioning

confidence: 99%

Section: From Tacit To Explicitmentioning

confidence: 99%

Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

Leaman

Flanagan

2013

Studying Teacher Education

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“…We shared our impressions, observations, and beliefs. Placier, Pinnegar, Hamilton, and Guilfoyle (2005) identified professional dialogue as a useful component of self-study methodology, especially in this age of accountability, when discussion of best practices frequently supersedes considerations for justice and equity in the making of good teachers. Through these interviews in the summer following the semester, we were able to voice our concerns, questions, and wonderings.…”

Section: Data Collection and Analytical Methodsmentioning

confidence: 99%

The university supervisor, edTPA, and the new making of the teacher

Donovan

Cannon

2018

EPAA

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As university supervisors at a large, urban university in the southern US, we examined the ways that the Education Teacher Performance Assessment (edTPA) shaped the pedagogic relationships and decision-making processes of our students and ourselves during the spring of 2016. We situated this study of edTPA within the framework of critical policy scholarship (Grace, 1984, cited in Lipman, 2010) by reviewing the role of tests in licensing teachers in the context of the perpetual reform of U.S. education. We drew upon Biesta’s (2009) notion that neoliberal accountability trades democratic relationships for consumer relationships and Attick and Boyles’ (2016) argument that edTPA resituated student teaching as a marketplace activity. Applying self-study methodology (Samaras & Freese, 2009), we documented our experiences of supervising preservice teachers as they underwent the edTPA submission process. We found the assessment strongly controlled our relationships with our candidates. As supervisors, we became part of our candidates’ transaction towards certification. Likewise, our candidates viewed us as arbitrators who could help them align themselves and their work to edTPA’s specifications. Nevertheless we found moments that superceded the control of edTPA. We conclude with recommendations that teacher education programs attend closely to their social justice missions and develop new critical pedagogies in the face of the pressure of edTPA.

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“…Additionally, we reviewed each other's narratives and served as each other's critical friend (Schuck and Russell, 2005). We engaged in a process of collaborative inquiry where we provided one another with ongoing feedback (Placier et al, 2005) by seeking clarification, asking probing questions, and exploring both similarities and differences between our experiences. We used introspective reflexivity and peer debriefing to add credibility to our self-study.…”

Section: Data Collectionmentioning

confidence: 99%

The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

Sequeira

Dacey

2020

Front. Educ.

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Despite the fact that American education has at its core strived to provide pathways of opportunity to remedy socio-economic inequalities, as educational institutions transitioned into online virtual classrooms due to the COVID-19 pandemic these inequalities have come into sharper focus for us. During the process of engaging in a larger self-study, we became more aware of the stark socio-economic disparities of our students in a virtual space, specifically amongst students of color, and how these disparities affected learning outcomes and their identity. Juxta positioning the situated in-between spaces of in-class and virtual environments our identities as educators were fluid and intersectional, negotiated in response to student interactions thereby enabling changes in our Dialogical Selves. The sample for this study consisted of 2 faculty members and 40 students. Data sources included reflexive journals, recorded class sessions, students' questionnaires, and artifacts such as student feedback collected through “exit tickets” as well as recorded meetings. Some findings include (1) students' identities were negotiated differently in face to face classrooms vs. virtual classrooms, (2) fluidity in intersectional identity due to intersections of I-positions in the dialogical self, and (3) acknowledging and accepting the presence of COVID-19 created a sense of community in the virtual classroom (4) incorporating self-care and caring pedagogical practices provided an empowering space for students and educators.

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Exploring the Concept of Dialogue in the Self-Study of Teaching Practices

Cited by 19 publications

References 19 publications

Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

Authentic Role-playing as Situated Learning: Reframing teacher education methodology for higher-order thinking

The university supervisor, edTPA, and the new making of the teacher

The COVID-19 Diaries: Identity, Teaching, and Learning at a Crossroads

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