Challenging Notions of Teacher Educator Authority Through Self-Study: Enacting Conceptual Gymnastics and Cultural Shifts

• In Event: 65.070 - Translating and Transforming Self-Study Into Languages Other Than English

Abstract

Objectives
This research examines the process of introducing the self-study of teacher education practices in a French language institution. Through systematic study of the development of a collaborative research group, we probed the depths of our understandings of self-study research. This presentation describes our journey of discovery into self-study in another language and research paradigm, leading to a much deeper and more profound respect for this approach to understanding teacher education practices.
Theoretical Framework
The research climate in education in country 3 is an interesting hybrid of influences primarily based on European French language research traditions from France, Belgium and Switzerland, joined with some influences from English language research from the United States, and to a lesser extent, Canada and Australia. The self-study of teacher education practices as a research methodology has not been translated and is virtually unknown in country 3. Guided by Samaras (2011), and inspired by studies on the positive aspects of collaborative self study (Kitchen, Ciuffetelli Parker & Gallagher, 2008; Davie & Ham, 2009), these researchers began the process of transforming self-study into a country 3 context.
Methods
Essential terminology was translated by one member of the group familiar with self-study and fluent in English. This proved to be an on-going issue as translated terms are still under debate. Two researchers now work collectively examining our teaching practices within our institutional context. We are each keeping a journal of reflections on challenging aspects of our practice and our responses to these challenges. Regular meetings take place to discuss our reflections, supplemented by emails, all of which have been systematically documented.
Findings
Coming from another language background in educational research, the idea that a teacher educator might learn about teaching from examining his or her own practice was a new and intimidating idea. As the authority in the classroom, how could a teacher question his or her own decisions about how to teach? How could someone who is supposed to be an expert on teaching explain and justify such research to his or her students? Embarking on self-study appeared to be sending a contradictory message to student teachers, and one that would not reassure them that enrolling in the course would be a worthwhile endeavor. In addition, the study of self appeared to be suspect within a research tradition that defines knowledge as an external entity. At the same time, the researchers found revelation in the close examination of challenging aspects of their practices, leading to a sense of destabilisation and further questions.
Scholarly significance
Currently, the research in self-study has been limited to the English language. Researchers from other language backgrounds have had to work in an additional language in order to participate. This study documents the process of transforming self-study into another language and research tradition in order to further understanding of inquiry into teacher education practices in that language. Along with the inevitable clashes of culture and potential for misunderstanding, came revelation and insight.

Authors

• Lynn A. Thomas, Université de Sherbrooke

• Christelle Lison, University of Sherbrooke