Using Self-Study to Interrogate and Adapt Our Practices and Mind-Sets With Our Challenging Courses

• In Event: Learning From, Building Upon, and Extending Self-Study Research in Turbulent Times

Abstract

This self-study by three mid-career teacher educators details their efforts to interrogate and adapt their instructional practices and mindsets in courses that have previously been challenging for them. The researchers consider factors within and beyond their practices that impact students in their courses. Working as co-critical friends, alongside their respective students, they endeavor to interrogate their assumptions, reconcile their priorities, align their goals and actions, and intentionally attend to student relationships. Data collected and analyzed include the researchers’ teaching journals, their syllabi and other course artifacts, and solicited written feedback from their students. The initiation of this study is motivated by the researchers’ dedication to model for their students transparency, reflective practice, and being students of one’s own practice.

Authors

• Valerie A. Allison, Susquehanna University

• Laura C. Haniford, University of New Mexico

• Laurie A. Ramirez, Appalachian State University