Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning.
The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
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MOFET ITEC - Seeking Knowledge for Teaching Teaching: Moving beyond Stories - 1 views
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Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning. The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
MOFET ITEC - A Design-Based Self-Study of the Development of Student Reflection in Teac... - 2 views
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Reflection is critical to successful pre-service teacher learning, but it is hard to teach and difficult for students to conceptualize. The current article reports a self-study where a practitioner and colleagues scrutinize an intervention in teacher education. The research focuses on student teachers becoming reflective during the second phase of a three-year design-based study of science teacher education. This project provided contextual anchors to connect teaching episodes and to promote reflective cycles.
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