Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education

Abstract

While teaching is increasingly being accepted as a discipline there is a growing emphasis on teacher educators researching their own practice to advance the scholarship of teaching and learning (SoTL) (Loughran & Russell, 2007). This study sought to explore the extent to which self-study contributes to teacher educators' understanding of the SoTL within the discipline of teaching. While self-study is generally accepted as a scholarly approach (Kitchen, 2015) the aim here is to address the call for selfstudy researchers to evince a commitment to a practice-based and theory-building research agenda by linking with public theories (Vanassche & Kelchtermans, 2015), in this case the SoTL (Kreber & Cranton, 2000). Additionally given that self-study is collaborative (Loughran, 2010) findings here may help to somewhat address the dearth of knowledge about teacher educator collaboration (Heldens, Bakx & den Brok, 2015). A self-study approach was adopted to explore a journey of two teacher educators as they designed, implemented and evaluated new modules in special and inclusive education withinaninitial teacher education programme in the Republic of Ireland. Analysis and synthesis of data from 24 student teachers and two teacher educators provide insights and understandings into the collaborative interactions and factors that enabled and hindered these interactions. This may support other teacher educators develop a collaborative pedagogical culture to enhance greater understanding of the SoTL We argue for adopting self-study as a scholarly approach to engage with other theories, such as SoTL, thus contributing to the broader field of teacher education research. .

Recursos digitales y enfoques de enseñanza en la formación inicial del profesorado de Historia

“…Optar por la calidad requiere una continua búsqueda de mejora del ecosistema educativo en todos los niveles, hecho que se ha potenciado en los últimos años de manera exponencial en la educación superior tras el proceso de Bolonia (Zurita et al, 2017). En este punto, los principios epistemológicos y sus enfoques de enseñanza se convierten en uno de los aspectos primarios de análisis y mejora (King et al, 2019;Thompson, 2019). Así pues, a continuación, se presentan las correspondientes conclusiones específicas (CE1 y CE2), sobre la base del objetivo general (OG) y los objetivos específicos (OE) planteados al inicio de la investigación.…”

Maximizing the Impact of Your Article in Studying Teacher Education

“…It is particularly effective in making people aware of new work in a timely fashion. For example, King, Logan, and Lohan (2019), by sharing 'Self-Study Enabling Understanding of the Scholarship of Teaching and Learning: An Exploration of Collaboration among Teacher Educators for Special and Inclusive Education' on Twitter, generated significant interest in the online version of their article months before it appeared in Volume 15(2) of Studying Teacher Education. Readers are much more likely to view the online version of a journal if they are prompted by a tweet or mention on other social media, so authors would do well to tweet about their article.…”

Moving beyond the transmission of knowledge in the lecture hall: a self study

“…Self-study involves the intentional, systematic reflection on one's practice in order to develop and improve it (Loughran 2007). It has evolved from recent research which emphasised the understanding that teaching is a discipline rather than simply a means to transmit knowledge from teacher to learner (King et al 2019;Loughran & Russell, 2007). I embarked on this self-study out my own 'felt need' (Elliot 1991, p. 53) to problematise and deconstruct my teaching with a view to enhance my practice, in order to construct a pedagogy of teacher education that would go beyond simply transmitting best classroom practices to my student teachers (Bullock 2009).…”