Professional Learning Through Rhizoactivity: Creating Collaborative Spaces With Self-Study and Arts-Informed Inquiry

• In Event: Poster Session 5
  In Poster Session: Showcasing the Diverse Facets of Self-Study Research (Organized by James A. Muchmore)

Abstract

Adult education in all its forms presents a variety of challenges and opportunities for teachers and learners. Using collaborative self-study, narrative, living theory, and rhizoactivity, this study examines the dialogic inquiry and mentoring/collegial relationship of two Ph.D. students and their advisor, as the three began a year of planning and then teaching in a new offshore Master’s program. The cultural differences and concerns of their students were important factors in the development of curriculum. The use of technology enhanced the interaction between the three and the students. The inquiry widened and grew as the three participants, through the collection of artifacts, continued conversations and self-reflection, charted the changes and growth in professional learning wrought by their work.

Authors

• Jill B. Farrell, Barry University

• Mark L. Rosenkrantz, Miami-Dade County Public Schools

• Linda K. Schaffzin, Barry University