Examining the Facilitation of Educators' Self-Study for Instructional Change

• In Event: 29.090 - Roundtable Session 9
  In Roundtable Session: 29.090-13 - Self-Study and the Role of the Mentor

Abstract

This paper reports the second year of a two-year self-study of practice involving the last two years of a five-year professional development effort to improve literacy instruction for children of significant developmental disabilities. A form of collective self-study, the self-studies of five educators provide the context for my self-study of practice as the facilitator of self-study work. The two major sources of data include video from Zoom ™ recordings as transcribed narrative text and as visual documentation of engagement. Three significant themes that emerged: my changing roles across the discussions of self-study research, the efficacy of data gathering in the context of daily teaching, and the impact of the informed other on the awareness of self in practice.

Author

• Deborah L. Tidwell, University of Northern Iowa