ERIC Number: ED367983
Record Type: RIE
Publication Date: 1993-Dec
Reference Count: N/A
Developing Collaboration and Teacher Reflection in a College Curriculum Class.
An action research study examined a teacher's developing collaborative practices in her secondary curriculum development and instructional methods class. The class was composed of 14 women ranging in age from 21 to approximately 50 in a medium sized southwestern university. Data were collected through a reflective journal and from certain student generated artifacts: walking journals, a mid-course evaluation, and the final required university course evaluation. Data analysis revealed two themes: the evolution of student voice and the redefinition of teacher voice. Data representing instances of student voice were sought when students were given opportunities to collaborate with each other or the teacher in the decision making process. Students were also given opportunities to engage in self and peer evaluation and final grades were negotiated with the instructor at an end-of-term conference. The reflective journal itself was important in helping the teacher to articulate her voice as a teacher. She had the greatest difficulty in achieving balance and control, determining if and when to intervene. Final reflection delineated the need for the instructor to scaffold students as they develop new collaborative learning patterns. (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Writing; Voice (Rhetoric)
Note: Paper presented at the Annual Meeting of the National Reading Conference (43rd, Charleston, SC, December 1-4, 1993).