Emerging in the field: Using self-study methodology to understand myself and my practice as a teacher education scholar and practitioner
Abstract
The aim of this research project was to use self-study methodology in order for the researcher to explore her own emerging beliefs and practices about teaching pre-service teachers in a multicultural education course, as well as her emerging leadership within a group of five other teacher educators who also taught this course. Using thematic and content analysis of her personal journal and transcripts of the group meetings, the researcher found four themes that emerged while these teacher educators considered their own beliefs and practices in the pre-service education classroom. These themes were: 1) attempting to understand teaching and learning; 2) emotional responses to teaching and learning; 3) cultural and political elements of teaching and learning; and 4) developing practices of collegiality and leadership.
Presentation Description
While a formalized method for preparing teachers for elementary and secondary settings exists, the preparation of graduate students to teach undergraduate and graduate students of education has not received as much attention from the field. This research project emerged as a way for one graduate student to move attention to several aspects of the process of becoming a teacher educator.
Keywords
self-study, socialization, emerging scholars
Location
Magnolia Room A
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Weiss, Alexandra M., "Emerging in the field: Using self-study methodology to understand myself and my practice as a teacher education scholar and practitioner" (2015). Curriculum Studies Summer Collaborative. 8.
https://digitalcommons.georgiasouthern.edu/cssc/2015/2015/8
Emerging in the field: Using self-study methodology to understand myself and my practice as a teacher education scholar and practitioner
Magnolia Room A
The aim of this research project was to use self-study methodology in order for the researcher to explore her own emerging beliefs and practices about teaching pre-service teachers in a multicultural education course, as well as her emerging leadership within a group of five other teacher educators who also taught this course. Using thematic and content analysis of her personal journal and transcripts of the group meetings, the researcher found four themes that emerged while these teacher educators considered their own beliefs and practices in the pre-service education classroom. These themes were: 1) attempting to understand teaching and learning; 2) emotional responses to teaching and learning; 3) cultural and political elements of teaching and learning; and 4) developing practices of collegiality and leadership.
