The Epistemological Dimensions and Dynamics of Professional Dialogue In Self-Study

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

doi:10.1007/978-1-4020-6545-3_28

Cited by 46 publications

(17 citation statements)

References 25 publications

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“…Two additional teacher educators were invited into the process of identifying themes as well as into the discussion of what it means to love students and of how loving them is fundamental to a teachers' sense of who they are as teachers and of teaching, itself. The approach, then, was essentially dialogical (Arizona Group, 2004Group, , 2006) -using the drawings as a shared text -seeking to reveal, explore, and establish the ontology of such moments of happiness rather than assert anything about their epistemology (Bullough & Pinnegar, 2004;.…”

Section: Living Love: Moments Of Eudaimonia In the Life Of A Teacher mentioning

confidence: 99%

The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity

Bullough

Pinnegar

2009

Teachers and Teaching

Self Cite

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Section: Living Love: Moments Of Eudaimonia In the Life Of A Teacher mentioning

confidence: 99%

The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity

Bullough

Pinnegar

2009

Teachers and Teaching

Self Cite

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“…multiple chapters in the International Handbook: Bodone, Guojó nsdó ttir, & Dalmau, 2004; Bullough & Pinnegar, 2004;Guilfoyle, Hamilton, Pinnegar, & Placier, 2004;LaBoskey, 2004). The term self-study may well conjure up an individual, self-reflective approach to investigating practice.…”

Section: Collaborative Interactions Play a Central Role In Self-studymentioning

confidence: 96%

“…Some self-studies explicitly include their documented collaborative interactions as an inherent part of the data-set (e.g. Berry & Crowe, 2009;East, Fitzgerald, & Heston, 2007;Guilfoyle et al, 2004;Lunenberg & Samaras, 2011). Berry and Crowe (2009), for example, used e-mail correspondence between them as a method, and transcripts of these conversations as data, to articulate, reconstruct and represent their personal theories of practice.…”

Section: Collaborative Interactions Play a Central Role In Self-studymentioning

confidence: 99%

The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

Vanassche

Kelchtermans

2015

Journal of Curriculum Studies

213

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This article reports on a systematic review of the Self-Study of Teacher Education Practices research literature published between 1990 and 2012. Self-study research refers to teacher educators researching their practice with the purpose of improving it, making explicit and validating their professional expertise and, at the same time, contributing to the knowledge base of teacher education. Reflecting our analysis, we defined self-study as a research approach in the field of teacher education which can be typified by the following characteristics: self-study research focuses on one's own practice; for this reason, it privileges the use of qualitative research methods; collaborative interactions play a central role in the research process; and its validation is based on trustworthiness. Furthermore, we identified two tensions inherent in the self-study work, on which researchers always and continuously need to position themselves for self-study inquiries to achieve its purposes: the tension between relevance and rigour on the one hand, and that of effectiveness and understanding on the other hand.

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“…The approach of self-study evokes images of introspection by the lone teacher, involved in "monologic research" (Guilfoyle, Hamilton, Pinnegar & Placier, 2004, p. 1140 about her or his own personal and professional practice and identity. Self-study thus seems a solitary rather than a collaborative pursuit.…”

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confidence: 99%

Learning from Reciprocal Peer Observation: A collaborative self-study

Pressick-Kilborn

Riele

2008

Studying Teacher Education

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Studying one's teacher education practices is a multi-faceted activity.Critical reflection by educators is advocated as involving not only autobiography and theory, but also our students and our colleagues.Learning from and with colleagues can take many forms. This article discusses the authors' experience with reciprocal classroom observation in Teacher Education. Peer observation supported our learning about our own teaching, providing suggestions for change as well as reassurance. In this article, we make connections between learning from each other, and from ourselves, our students and theory. Specifically, we address what we learnt about pedagogy, in relation to missed opportunities, teacherdirectedness and articulating purpose; about curriculum, in relation to balance and standards; about our students, in relation to their backgrounds as well as 'social tensions'; and about ourselves as teachers and learners, in relation to rapport, role modeling and collegiality. We demonstrate how peer observation can be a valuable component of ongoing professional development for tertiary teachers.At first sight collaboration and self-study may seem contradictory, perhaps even incompatible. The approach of self-study evokes images of introspection by the lone teacher, involved in "monologic research" (Guilfoyle, Hamilton, Pinnegar & Placier, 2004, p. 1140 about her or his own personal and professional practice and identity. Self-study thus seems a solitary rather than a collaborative pursuit. In contrast, Bodone, Guδjónsdóttir and Dalmau (2004, p. 771) propose that "there is a strong and intrinsic relationship between collaboration 3 and self-study research," a claim which we found was supported by our practice of collaborative self-study as reported in this article.The benefits, and even necessity, of constructive and collaborative dialogue with colleagues for improving one's teaching practices are recognized by scholars in the fields of self-study and of higher education research. Such collaboration can counter critiques of limited validity or even self-justification in self-study projects (Loughran & Northfield, 1998).Critical reflection on our work as teachers benefits from gaining information from a variety of sources, including autobiography, theoretical literature, our students and our colleagues (Brookfield, 1995). Recognizing that academics are used to a high level of autonomy in their teaching, Brookfield (1995) argues that,Talking to colleagues about what we do unravels the shroud of silence in which our practice is wrapped. Participating in critical conversations with peers opens us up to their versions of events we have experienced. Our colleagues serve as critical mirrors reflecting back to us images of our actions that often take us by surprise. (p. 30) Such collegial conversations can take many forms, from informal chats over coffee, to more formal opportunities for gaining and giving feedback. For example, Ramsden and Dodds (1989) suggest debriefing with a colleague after a class or course in order t...

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The Epistemological Dimensions and Dynamics of Professional Dialogue In Self-Study

Cited by 46 publications

References 25 publications

The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity

The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity

The state of the art in Self-Study of Teacher Education Practices: a systematic literature review

Learning from Reciprocal Peer Observation: A collaborative self-study

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