Self-Study Communities of Practice: A Traveler’s Guide for the Journey

Appleget, Carin; Shimek, Courtney; Myers, Joy; Hogue, Breanya

doi:10.1007/978-981-16-2681-4_17

Cited by 1 publication

(2 citation statements)

References 13 publications

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“…Like Martin and Dismuke (2015), this collaborative self-study “provided an opportunity for us to theorize practice while also practicing theory” (p. 11). While engaging in NL as a group of critical friends, we recognized that only through reading, reflecting, and critiquing one another's work could we grow as learners, teachers, and researchers (O’Dwyer et al, 2018), similar to the findings of other collaborative groups (Appleget et al, 2022 ; Han et al, 2014).…”

Section: Discussionmentioning

confidence: 97%

“…Han et al (2014) worked across different departments within the same institution as a college-wide Diversity Committee as they incorporated culturally responsive teaching into their respective courses. Others have designed collaborative S-STEPs that span institutions (Appleget et al, 2022 ; Chen et al, 2022; Kitchen & Parker, 2009). They found that conducting collaborative S-STEPs allowed them to be more vulnerable and avoid some of the fear and power struggles they might have experienced doing the same work within their own respective institutions.…”

Section: Background and Perspectivesmentioning

confidence: 99%

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Investigating New Literacies Among Teacher Educators: A Multi-Institution Collaborative Self-Study

Nash

Esperat

Pierce

et al. 2023

Literacy Research: Theory, Method, and Practice

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This multi-institutional, collaborative self-study explores how teacher educators learn to embed new literacies (NL) in teacher education coursework. Utilizing collaborative self-study methodology, seven faculty engaged in a year-long collaborative study focused on the incorporation of NL in preservice teacher education courses, meeting regularly over the course of the year to share reflections, provide feedback to one another, and continually revise course and assignment designs related to NL. Data sources included recordings of collaborative planning meetings, written reflections, annotated teaching artifacts, notes and transcripts from partner and whole group recorded Zoom sessions and post-meeting reflections. The findings describe diversity in both conceptualizing and teaching NL, parallels between teacher educators’, preservice teachers’ and P-12 teachers’ challenges integrating NL into their teaching, and institutional barriers to collaborative study, curricular revision, and the use of new technologies. The authors discuss these findings in relation to the potential value of multi-institutional study groups and collaborative self-study as a methodology for helping support literacy teacher educators’ ongoing learning.

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Section: Discussionmentioning

confidence: 97%