A Self-Study Exploring How Knowledge and Skills Attained From Facilitation of Research With Teachers Informs Teacher Education Practice

• In Event: 28.082 - Self-Study and the Development of Pedagogical Practice

Abstract

This paper explores my professional learning during a teaching portfolio project, conducted with a cross-sectoral group of teachers in Ireland. This professional community comprised of teachers from post-primary education, teacher education, teacher support services and higher education. Findings indicate contextualised, mutual, professional learning for both teachers and for myself, as researcher. This paper argues that teacher knowledge and experience of self-directed learning and philosophical understandings about practice, as required for portfolio development, is crucial for teachers ‘seeking to improve practice. Importantly, utilising concurrent researcher self-study, I specifically outline in this paper how facilitation of the project enabled transferable new learning and skills, for my practice improvement as a teacher educator.

Author

• Miriam Yvonne Hamilton, Mary Immaculate College