Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

Marin, Katherine Ariemma

doi:10.1080/17425964.2013.873976

Cited by 19 publications

(6 citation statements)

References 10 publications

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“…By analysing situations or events in her journal and engaging in critical-friend discussions, Shrehan realized she had noticeably changed throughout the process of self-study. In itself, this finding calls for more self-study research to investigate how future teacher educators' identities, experiences, and priorities change over time (Allen et al, 2016;Butler & Diacopoulos, 2016;Foot et al, 2014;Gregory et al 2017;Marin, 2014;McAnulty & Cuenca, 2014;Murphy et al 2014;Wiebke & Park Rogers, 2014). With regard to doctoral students becoming teacher educators, this is the first study known to us that contributes to the beginning body of knowledge that has emerged linked to a D-PETE student using self-study.…”

Section: Resultsmentioning

confidence: 97%

“…Teacher education doctoral students across a variety of disciplines, including science (Wiebke & Park Rogers, 2014), mathematics (Marin, 2014), elementary education (Allen, Park Rogers & Borowski, 2016), and curriculum and instruction (Foot, Alicia, Tollafield, & Allan, 2014;Gregory, Diacopoulos, Branyon, & Butler, 2017;McAnulty & Cuenca, 2014) have contributed to the knowledge base on beginning teacher educator doctoral students. Some S-STEP research has also been conducted by interdisciplinary groups of teacher education doctoral students (Murphy, McGlynn-Stewart & Ghafouri, 2014).…”

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

“…Although Shrehan's first year as a D-PETE student focused on her integration into the role of teacher educator, she also gained experience in research and writing for publication. These are experiences that are required for long-term career success in higher education; seeing teaching as inquiry complements research well (Marin, 2014). In our opinion, self-study research has much to offer faculty members who are interested in improving both their teaching and other facets of their role-responsibilities, including scholarship and community engagement (Richards & Ressler, 2016).…”

Section: Self-reflecting On Experiences To Witness Identity Changes Fmentioning

confidence: 99%

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“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process

Lynch

Andrew

Richards

et al. 2018

Studying Teacher Education

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In higher education, doctoral training has been identified as a process of stewardship development whereby individuals learn the knowledge and skills required to advance their respective disciplines. Self-study of teacher education practices is one approach that has gained the interest of doctoral students to help them understand their own development whilst also forging recommendations for others in publications. In this selfstudy, we worked to understand the experiences of Shrehan, a teacher from England beginning doctoral study in the USA. Shrehan had no experience teaching at the college level prior to moving to the USA, and she saw self-study as an opportunity to understand her development and acculturation into an unfamiliar system of higher education. Data were collected through journaling, critical-friend discussions, and artefacts, as well as student data in the form of surveys, exit slips, and focus-group interviews. Qualitative data analysis of Shrehan's experiences was guided by the four stages of acculturation theory-honeymoon, culture shock, adjustment, and recovery. Shrehan's journey emphasizes the importance of getting to know undergraduate students and building rapport as key aspects of teaching at the college level. Self-study provided Shrehan with a heightened personal-identity awareness that increased her cultural sensitivity and broadened her worldview. Results are discussed with reference to acculturation theory and future directions for research are provided.

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Section: Resultsmentioning

confidence: 97%

Section: Self-study Of Teacher Education Practicesmentioning

confidence: 99%

Section: Self-reflecting On Experiences To Witness Identity Changes Fmentioning

confidence: 99%

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“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process

Lynch

Andrew

Richards

et al. 2018

Studying Teacher Education

View full text Add to dashboard Cite

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“…Nobile (2018) suggests that the development of human resources is one of the significant tasks of middle leaders as they are expected to fulfill the role of teacher educators. Even on an international level, the expectations for teacher educators to undertake the professional development of teachers are high, and there is an active discussion surrounding the role that teacher educators should play (Loughran, 2011;European Commission, 2013;Lunenberg et al, 2014;Marin, 2014;Taylor et al, 2014;Dengerink et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

2023

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Currently, Japan needs to create a framework that facilitates improving teachers’ professional development—a situation in which teacher educators become vital. This study focuses on the role of the kenkyushunin (chief teacher of school research) in the professional development of in-service teachers through school-based training, lesson studies, peer mentorship, and student guidance. Extant literature was analyzed to enable an in-depth understanding of their role. The findings indicated that the roles of a kenkyushunin as a teacher educator could be categorized as that of a teacher of teachers, researcher, coach, curriculum developer, and a broker. However, their role as a gatekeeper could not be confirmed. Further, their behaviors in each of these roles were also discussed. It was found that, as a school-based teacher educator, the kenkyushunin conducts lesson studies and joint research relating to the practice of teaching with colleagues and undertakes the professional development of teachers.

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“…Based on the definition above, the abilities to analyze, evaluate arguments, and conclude are essential for possessing good critical thinking skills [20], [22], [24]- [27]. Problems that require students to think critically are those related to analyzing, evaluating, and making conclusions [28].…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking Skills of Students in Solving Mathematical Problem

Susandi

2021

Numerical: J.Mat and Pend.Mat

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Mathematical critical thinking skills are one of the essential skills in the 21st century. However, in reality, many students still do not have good mathematical critical thinking skills. This is because the teacher has not been able to process students' critical thinking in mathematics. Most teachers only teach mathematical concepts without seeing how the students' critical thinking processes in solving mathematics problems are given. Therefore, it is necessary to know how the critical thinking process of students so that teachers know what strategies should be applied in the classroom. This study aims to (1) describe the critical thinking skills of students in Grade 8 in solving a system of linear equations in two variables (SLETV) and (2) identify the components of critical thinking in students. It is a study with a qualitative descriptive approach. Three indicators are used as the basis, namely analyzing, evaluating, and drawing a conclusion. As many as 32 subjects were involved (14 males and 18 females). The research instrument was a test with three problems containing three indicators. Data were collected through test and interview methods, and triangulation was done to compare the outcomes between tests and interviews. The data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that: (1) critical thinking skills of students are classified 'low'; (2) students' ability in concluding, as one indicator of critical thinking skills, is lower than other indicators.

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Becoming a Teacher Educator: A Self-Study of the Use of Inquiry in a Mathematics Methods Course

Cited by 19 publications

References 10 publications

“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process

“What’s the Middle Ground? Am I Ever Going to be the Perfect Teacher?:” Self-Study of a Doctoral Student’s Acculturation Process

Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

Critical Thinking Skills of Students in Solving Mathematical Problem

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