Self-Study of the Craft of Faculty Team Teaching in a Non-Traditional Teacher Education Program

Samaras, Anastasia P.; Kayler, Mary; Rigsby, Leo C.; Weller, Karen; Wilcox, Dawn Renee

doi:10.1080/17425960600557462

Cited by 12 publications

(4 citation statements)

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“…This qualitative, multi-site study documents teaching and learning in university classrooms. As educators with vested interests in knowing and improving our own educational spaces, as well as the spaces of the pre/inservice teachers we work with, our methods draw from teacher action research (Anderson et al, 2003;Hubbard & Power, 2003;Pine, 2009;Sagoury & Power, 2012) and collective self-study (Samaras et al, 2006;Pithouse-Morgan & Samaras, 2019). We took action in our teaching spaces, in collaboration with one another, investigating our use of open-ended, arts-based literacy practices.…”

Section: Methodsmentioning

confidence: 99%

“…While drawing from action research scholarship individually, our collaboration became a form of collective self-study. For Samaras et al (2006), in self-study, "Each team member brings … personal perspectives, disciplines, and understandings to each task," and "These voices represent multiple perspectives on the processes of teacher and faculty development" (p. 44). Our collective critical dialogue pushed us to challenge our "own ideas as well as to challenge [one another's] assumptions about teaching," seeing such collaborative "peer scaffolding… [as] an important path to [our] professional development" (p. 44).…”

Section: Methodsmentioning

confidence: 99%

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“Beyond the 'ordinariness'”: Arts-based teacher education

Dallacqua¹,

Kersten‐Parrish²,

Rhoades³

2023

Journal for Learning through the Arts

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This article documents work with pre/in service teachers who are university students across three universities in three regions of the US, across multiple courses. Given our shared concern about the narrowing of space for imaginative literacy practices in schools, we focus on our collective use of open-ended, arts-based pedagogies as a way to challenge how we, as instructors, and our students conceive of literacy practices. A collection of Shaun Tan texts (including picturebooks, wordless graphic novels, and other multimodal/media texts for young people) served as focus texts across our three classroom contexts. We found surprise, a problematizing of narrow literacy definitions, and flexibility were all common ways of responding to this open-ended, arts-based literacy work. It resulted in tensions around and challenges of conventional or ordinary classroom literacy practices and pedagogical choices.I would hope that beyond its immediate subject, any illustrated narrative might encourage its readers take a moment to look beyond the 'ordinariness' of their own circumstances, and consider it from a slightly different perspective.-Shaun Tan (2006, para 20) IntroductionWe have strong concerns about the state of education, particularly the narrowing of space for imaginative literacy practices. Working outside of an art education context, we noticed a clear lack of creative, arts-based pedagogies in our teacher preparation classes, as content or implemented in practice. As three university educators working with pre-and inservice teachers at different universities in three regions of the US, across multiple education courses, we teach with a commitment for the arts. Our work is inspired by Dewey's (1899/1976) beliefs that education should prepare students to be literate, informed, and actively engaged citizens capable of navigating and influencing society, texts, and discourses. He believed this would be fueled by our dedication to including the arts in schools. Therein, we approach our teaching as action researchers, posing questions and "trying something out" in the service of students learning as artful and engaged citizens (Pine, 2009, p. 239). We found using open-ended, arts-based pedagogies in our pre-service/inservice teacher education classes cultivates powerful learning interactions with texts, ideologies, and each other. While this work is in constant tension with conventional and Common Core mandated practices, we challenged ourselves to embrace the tension and messiness it creates in our own pre-service/inservice teacher education classes. Higher education, in drawing on the arts, has the potential to support challenges and changes to current practices. With these interests in mind, we address the question: How does the use of open-ended, arts-based, literacy practices impact teaching and learning in a range of teachereducation courses?Individually, one of us is rooted in a literacy framework and a second within a literature framework. We both worked to invite arts-based methodologies into our practices. The...

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

“Beyond the 'ordinariness'”: Arts-based teacher education

Dallacqua¹,

Kersten‐Parrish²,

Rhoades³

2023

Journal for Learning through the Arts

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“…A faculty self-study group is another forum for supporting faculty teaching. Teacher educators have typically been the participants in self-study groups (Grierson, Tessaro, Cantalini-Williams, Grant, & Dention, 2010; Hoban, 2007; Kitchen, Parker, & Gallagher, 2008; Lunenberg, Zwart, & Korthagen, 2010; Samaras, Kayler, Rigsby, Weller, & Wilcox, 2006). In our faculty self-study group, however, the majority of participants were not teacher educators.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Shark in the Vitrine

Samaras

Karczmarczyk

Smith

et al. 2014

Journal of Transformative Education

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The Scholars of Studying Teaching Collaborative engaged a dozen faculty members from 12 specializations and 4 colleges at a large public university in a 2-year teaching and research project with the goal of learning about and enacting a self-study of professional practice. Participants were selected from various disciplines to provoke alternative perspectives in whole group and critical friend teams. While we each conducted a self-study, we also designed and enacted a meta-study to assess our professional development within the context of the collaborative. We analyze the potential of engaging in collective self-study and report how the methodological challenges initiated transformational learning that bridged theory and praxis. Learning the self-study methodology was complex, but such concentration multiplied the impact of both personal and professional transformation. The study benefits faculty from a broad range of disciplines, at diverse stages in their academic careers, and working at every level of the academic hierarchy.

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“…Pham and Renshaw (2013) recommend teachers (especially Asian) to leave the burden of individualism aside and switch to construct knowledge collaboratively; this requires critical reflection on one's own practice, as well as learning an art of nurturing, mentoring and coaching others. Moreover, it is essential to conduct self-studies and document one's findings to disseminate to others (Samaras, Kayler, Rigsby, Weller and Wilcox, 2006). Thus, following Glasser (1999), teachers need to adopt a lead manager's role and learn to do power sharing with their students, be trustful, make them feel responsible, and teach them self-management.…”

Section: Introductionmentioning

confidence: 99%

Learning for Peace and Coexistence: Action Research to Improve Student Attitudes

Kashif

2018

UER

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Living in 21 st century means living in a totally new world full of challenges both for the educators and the learners. The aim of a postmodern university is to enable human beings to live more meaningful and satisfying lives by promoting social justice, peace and harmony in the world. It can only be achieved by teaching students critical thinking or developing among students the capacity to look at problems from various perspectives and thus reduce the chances of conflict. Therefore, the aim of this study was to improve student's higher order thinking skills and attitude towards life and learning. For this purpose specific activities were designed for undergraduate students enrolled in the course 'Introduction to Psychology', so that they may become more aware of their cognitive processes, increase their perspective-taking, revisit their rational skills, and be able to establish new links with their society and culture. Innovations through visual media and psychological testing were introduced in four steps backed with formative assessment. Qualitative feedback was collected by the end of the course from the students about the course material, teaching methodology, and the innovations used describing how they personally relate to this experience. The results show that students like innovative technology used in the classroom and some even related to it as the most relevant and meaningful experience of their lives.

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Self-Study of the Craft of Faculty Team Teaching in a Non-Traditional Teacher Education Program

Cited by 12 publications

References 10 publications

“Beyond the 'ordinariness'”: Arts-based teacher education

“Beyond the 'ordinariness'”: Arts-based teacher education

The Shark in the Vitrine

Learning for Peace and Coexistence: Action Research to Improve Student Attitudes

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