Practitioner Inquiry as Teacher Educator Development: A Self-Study of Teacher Educators' Clinical Feedback Practices

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-12 - Self-Study and Learning in Clinical Field Experiences

Abstract

Goodwin and Kosnik (2013) suggest that teacher educators examine their own practices. Taking up this call, a group of teacher educators in their first years as university supervisor engaged in a collaborative self-study that placed our own practices under scrutiny. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009), designed to scaffold the development of an inquiry stance toward practice in our teacher candidates.

Authors

• Sherry Dismuke, Boise State University

• Esther Alice Enright, Boise State University

• Julianne A. Wenner, Boise State University