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Escamilla, Isauro M.; Meier, Daniel – Studying Teacher Education, 2018
In this article, a preschool teacher and an early childhood teacher educator describe and analyze their work co-creating and co-facilitating an early childhood inquiry group over seven years. The group consisted of veteran lead teachers, assistant teachers, instructional coaches, and an outside teacher educator at an urban, public preschool in San…
Descriptors: Inquiry, Reflection, Early Childhood Education, Preschool Teachers
Gregory, Kristen H.; Diacopoulos, Mark M.; Branyon, Angela; Butler, Brandon M. – Studying Teacher Education, 2017
Teacher education doctoral seminars can provide a space for students to collaborate, reflect and support each other as they transition from teacher to teacher educator. These spaces also provide a forum for the learning of new research methodologies. This collaborative self-study chronicles how one group of doctoral students learned self-study…
Descriptors: Teacher Education Programs, Doctoral Programs, Seminars, Graduate Students
DeMink-Carthew, Jessica; Grove, Rebecca; Peterson, Margaret – Studying Teacher Education, 2017
This collaborative self-study examines the influence of engagement in the core practices movement on the course designs, instruction, and perspectives of three novice teacher educators at a large mid-Atlantic research university. Through core practices work, we integrated repeated cycles of analysis, practice, and reflection into our courses,…
Descriptors: Teacher Educators, Beginning Teachers, Teaching Methods, Teacher Attitudes
Chang, Mary K.; Rao, Kavita; Stewart, Maria L.; Farley, Cynthia A.; Li, Katherine – Studying Teacher Education, 2016
In order to explore ways to integrate new pedagogical practices, five faculty members created an informal faculty learning community focused on writing-to-learn practices, an inquiry and process-based writing pedagogy. The faculty members learned the writing-to-learn practices together, periodically met to discuss how they implemented the…
Descriptors: Teaching Methods, College Faculty, Teacher Collaboration, Communities of Practice
Grushka, Kathryn; Young, Brieahn – Studying Teacher Education, 2014
The possibilities afforded by perzine pedagogies to nurture reflexivity in pre-service student teachers are presented and explored in this article. Perzine pedagogy as arts-based inquiry is grounded in the events of practical life and may provide a learning context for exploring the problematised nature of teaching. It considers how this reflexive…
Descriptors: Preservice Teacher Education, Teaching Methods, Reflection, Inquiry
Cardetti, Fabiana A.; Orgnero, M. Carolina – Studying Teacher Education, 2013
This study presents the results of a self-study of interdisciplinary work that has generated profound changes in our teaching practices. The research grew out of an interest in exploring the nature of our work and the practices that contribute to its success. Our self-study revealed that our work process consists of five stages and is the product…
Descriptors: Interdisciplinary Approach, Teacher Education, Self Evaluation (Individuals), Cooperation
Kim, Younghee M.; Greene, William L. – Studying Teacher Education, 2011
This three-year collaborative self-study examined the impact of core reflection on our identities and practices as teacher educators. We discovered four themes that defined the core identity issues in our study: (a) understanding the contradictory nature of core qualities; (b) confronting our own hypocrisies; (c) holding ambiguity; and (d)…
Descriptors: Teacher Educators, Teaching Methods, Reflection, Identification (Psychology)