Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool

Authors

Saiqa Azam Dr., Memorial University of NewfoundlandFollow
Karen C. Goodnough, Memorial University of NewfoundlandFollow
Alireza Moghaddam Dr., Memorial University of NewfoundlandFollow
Christine Arnold Dr., Memorial University of NewfoundlandFollow
Sharon Penney, Memorial University of NewfoundlandFollow
Gabrielle D. Young, Memorial University of NewfoundlandFollow
Kimberly Maich, Memorial UniverityFollow

Abstract

This article describes a self-study inquiry project designed and conducted by a self-study group at a Faculty of Education in an Atlantic Canadian University. The seven-member group engaged in a collaborative self-study inquiry while adopting Universal Design for Learning (UDL) principles in their teacher education practices and documented their professional learning. This yearlong self-study inquiry project encompassed several data collection methods to examine inclusive practices of self-study group members, including personal reflections, minutes of weekly meetings, artifacts, and field notes. This article focuses on how UDL provided a means for three group members to critically examine their inclusive practices at the beginning, during, and following the collaborative self-study inquiry. Using a case study methodology, self-study cases of these three faculty members—Angela, Ryan, and Sarah (Pseudonyms)—were developed. The cases reported on the journey of these faculty members in improving their inclusive practice through their engagement in self-study.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Azam, Saiqa Dr.; Goodnough, Karen C.; Moghaddam, Alireza Dr.; Arnold, Christine Dr.; Penney, Sharon; Young, Gabrielle D.; and Maich, Kimberly (2021) "Becoming Inclusive Teacher Educators: Self-Study as a Professional Learning Tool," International Journal for the Scholarship of Teaching and Learning: Vol. 15: No. 2, Article 4.
Available at: https://doi.org/10.20429/ijsotl.2021.150204