To be Heard, to be Seen, to Matter: Consequences of/for self in utilizing one's narrative

Allison-Roan, Valerie A.; Hayes, Michael

doi:10.1080/17425964.2012.692981

Cited by 7 publications

(1 citation statement)

References 12 publications

(14 reference statements)

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“…Whereas, Martin and Dismuke (2015) and others (e.g., Allison-Roan & Hayes, 2012) found benefits in their collaborations because they worked at the same institution, shared background knowledge, and were able to spontaneously "talk across the hall" (Martin & Dismuke, 2015, p. 9); our experiences and learning benefitted from being at different institutions. We provided one another with perspectives and feedback unvarnished by individual contextual issues unrelated to the current inquiry.…”

Section: Theoretical Framework and Literature Reviewmentioning

confidence: 90%

Implications for Selves and Students Through Introducing New Pedagogical Strategies Into Our Teacher Education Practice

2021

JHETP

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Collaborative self-study involving three mid-career teacher educators at different universities who introduced three new teaching strategies into their courses. Strategies promoted students to actively work with one another to construct and share their understandings. Researchers investigated implications for self, practices, outcomes, and relationships with students. Data included researchers' reflective journals, Zoom conferences, course materials, teaching notes, and students' survey responses and feedback. Each instructor's students were encouraged to critique and reflect on the strategies' utilization. Four themes emerged: unsettling consequences of change, renewed energy and enthusiasm for teaching, new skills and perspectives, and perceptions of student engagement, learning, and relationships.

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Section: Theoretical Framework and Literature Reviewmentioning

confidence: 90%