Reframing Teaching and Learning: A Self-Study of Teacher Educators Developing Constructivist Models of Online Practice

Session Type: Symposium

Abstract

This research describes the process and outcomes of a self-generated, self-directed, faculty study group working together across graduate programs of education to design and implement social constructivist practices in online learning. Sharing narrative accounts and demonstrating specific practices in monthly meetings, participants engaged in a self study that named problems, analyzed practices, identified successes and led to increased comfort with cognitive dissonance. In so doing, they framed and reframed their understandings of what both they and their students might accomplish. The process created new insights into what constitutes teaching and learning within an online constructivist context. Individually, faculty participants became more skilled in their practice; collectively, they became a tightly connected discourse community and a deeply committed community of learners.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Helen Freidus, Bank Street College of Education

Papers

• Using Video to Facilitate Peer Coaching - Helen Freidus, Bank Street College of Education

• Self-Study of Using Google Hangout to Provide Access to Expert Knowledge - Robin Ellen Hummel, Bank Street College of Education

• Bags and Cubes: Collaborating in a Self-Study of Teaching Algebraic Equations Online - Steven Goss, Bank Street College of Education; Barbara Dubitsky, Bank Street College of Education

Discussant

• Clare Kosnik, University of Toronto