Changing Course in Response to Student Comments and Dialogue With Critical Friends

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Critical Friendships in Self-Study

Abstract

Expectations regarding students’ orientation toward learning and my interpretations of student response to my teaching practice are the focus of this self-study. Two colleagues well versed in self-study research served as critical friends to help me explore my teaching practice in a preservice teacher education course. Initially reflective writing and examination of teaching artifacts (syllabus, eLearning discussion boards, guiding questions, and exams) sparked dialogue with these critical friends. When student comments made in the formal end of semester instructor teaching evaluations were added to the mix, interesting recalibrations occurred in relation to both course structure and strategies for teaching.

Authors

• Deborah K. Deemer, University of Northern Iowa

• Linda M. Fitzgerald, University of Northern Iowa

• Melissa L. Heston, University of Northern Iowa