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ERIC Number: EJ953222
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1742-5964
Privatization, Illumination, and Validation in Identity-Making within a Teacher Educator Research Collective
Davey, Ronnie; Ham, Vince; Gilmore, Fiona; Haines, Gina; McGrath, Ann; Morrow, Donna; Robinson, Robyn
Studying Teacher Education, v7 n2 p187-199 2011
Much of the self-study of teacher education practices literature characterizes self-study as a collaborative activity involving various degrees of cooperation and interaction with others, both the others who are our students and the collegial others who assist us in our inquiries into our own professional practices. However, while many self-studies in teacher education mention using collaborative or team approaches, few seem to have made collaboration itself the key focus of empirical interest in the analysis and reporting of those studies. This paper reports a collective self-study by seven teacher educators at the University of Canterbury, New Zealand, that specifically analyzed the contribution made to their teacher education practices and self-understandings by the collaborative-collective process itself. We found that this collective approach to self-study research helped to maintain momentum and focus in our own self-inquiries through a strong sense of accountability to the group, insured greater trustworthiness to the study through multiple perspectives to the data collection and analysis, de-privatized, illuminated, validated, and challenged each other's practices and professional beliefs, and ultimately contributed to the development of a stronger sense of individual and community identity as teacher educators. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand