Can Student Teachers Do Self-Study Research? A Cross-Institutional Case Study

• In Event: Roundtable Session 26
  In Roundtable Session: Self-Study in the Process of Creating Prospective Teachers

Abstract

In order to foster inquiry and reflection, many teacher education programs require a return to campus seminar to support teacher learning during the student teaching experience (Dinkelman, 2009). Based on evidence that the simultaneity of coursework and clinical experience assists prospective teachers provides a more integrated view of the work of teaching (Darling-Hammond, 2006), student teaching seminars seem to hold great promise as productive teacher learning environment. In order to cultivate inquiry and reflection seminars generally on a variety of pedagogies such as action research (Gore & Zeichner, 1991), journals (Margolis, 2002), and teaching inquiries (Meyer & Sawyer, 2006). In this study, we explore the use and views of a self-study of teaching practices assignment in a student teaching seminar.

Authors

• Andrew L. Hostetler, Vanderbilt University

• Alexander Cuenca, Saint Louis University

• Todd S. Hawley, Kent State University