Self-Study of Teacher Education Practices (S-STEP) Methods and Methodologies With Others: Juxtaposing Collaboration, Dialogue, and Social Metacognition

• In Event: Learning and Living Self-Study Methods

Abstract

Members of a teacher educator collaborative consistently advance democratic values of voice, inclusion, and community in preparing teacher candidates to incorporate those same values in their work with young adolescents. Through self-study, conceptually grounded in collaboration (Samaras, 2011) and methodology of dialogue (Guilfoyle, et al., 2007), undertaken to identify our dispositions and work habits that may contribute to preparing high quality teachers, we learned that the social metacognition lens does illuminate our work habits. Here we contrast the psychological perspective of social metacognition to the research tools of collaboration and dialogue in response to LaBoskey’s call for additions to the knowledge base of self-study, by examining “the differences and relationship between the methods and methodology of self-study” (2007, p. 1169).

Authors

• Karynne L M Kleine, Young Harris College

• Joanne L. Previts, Georgia College

• Kristina Nicole Falbe, Illinois State University

• Nancy B. Mizelle, Georgia College & State University