Self-Study of Mid-Career Teacher Educators: Reinvigorating Our Teacher Selves Through Experimental Practice

• In Event: Relational and Emotional Work in Self-Study

Abstract

This collaborative self-study involved two mid-career teacher educators with faculty positions at different universities who intentionally infusing new teaching strategies into their respective courses. Three student-centered interactive strategies were utilized over the course of the semester. The researchers investigated consequences for their views of self, their practices, their teaching outcomes and their relationships with students. Data sources included reflective journals shared with one another electronically, twice monthly video conferencing, teaching artifacts and summaries, and feedback from the researchers’ students. Five broad themes are discussed: the awkwardness of implementation, renewed energy and enthusiasm for teaching, benefits of modeling being students of our own practice, new skills and perspectives, and consequences for students – interest, learning, relationships and power.

Authors

• Valerie A. Allison, Susquehanna University

• Laurie A. Ramirez, Appalachian State University