Teachers Educators Reflecting on Teaching and Learning Together

• In Event: Processes and Impacts of Collaborative Self-Study

Abstract

This study examined how teacher education faculty across disciplines used a “session study” process, which was adapted from “ lesson study”(Hurd, 2005), to reflect on their own teaching and learning by investigating these practices in a graduate course session. Grounded in the theoretical frame of “teacher as curriculum maker,” (Clandinin & Connelly, 1994), this study used a qualitative self-study research approach so teacher educators could examine their beliefs and actions within the context of their work as instructors. The “session study” process served as a vehicle for faculty to analyze teaching practices together, while sharing their expertise. This inquiry process led to a better understanding of the complexities of teaching and learning for themselves, their colleagues and their teacher candidates.

Authors

• Margaret Ann McNamara, Bank Street College of Education

• Jenny D. Ingber, Bank Street College of Education