ERIC Number: EJ1067980
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Self-Study as a Means for Urban Teachers to Transform Academics
LaBoskey, Vicki K.; Richert, Anna E.
Studying Teacher Education, v11 n2 p164-179 2015
Our self-study has two main purposes: (1) to understand the value of self-study for credential program graduates to confront in transformative ways the pedagogical challenges of urban schools, and (2) to add to an exploration of self-study for non-teacher educators and strengthen our preparation of candidates to enact such inquiry. To answer these questions, we orchestrated a dialogic exchange with three Master's students who used self-study to research and improve their teaching in urban elementary schools. We analyzed their papers both to see how consistent they were with the characteristics of self-study and to determine the nature of lessons learned in relation to our social justice goals. In addition, in the following year we gathered and analyzed information about their post-study reactions to self-study and its continuing influence. In their self-studies all three examined assumptions guiding their teaching by analyzing pertinent data and functioning as critical friends for each other; their work was consistent with self-study requirements. Written reflections and interviews all mentioned the transformative influence of self-study on their thinking and practice. We also discovered that we should strengthen our guidance with regard to the specifics of self-study methodology, as in the need to look for disconfirming evidence. Although their commitment to the process was maintained, we need to explore whether and how self-study might be engaged more informally. Overall, we found that self-study invites teachers to question discriminatory categories with empirical evidence and empowers them to redefine their profession and question regressive policies.
Descriptors: Self Evaluation (Individuals), Urban Teaching, Elementary School Teachers, Teacher Education, Masters Programs, Graduate Students, Social Justice, Transformative Learning, Instructional Improvement, Reflective Teaching, Research Methodology, Research Projects, Inquiry, Qualitative Research, Case Studies
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A