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Collaborative Self-Study as Co-construction of Embodied Knowledge in Teacher Education
Sun, April 12, 11:45am to 1:15pm PDT (11:45am to 1:15pm PDT), JW Marriott Los Angeles L.A. LIVE, Floor: 4th Floor, Diamond 9Session Type: Symposium
Abstract
This symposium will review theoretical frameworks and collaborative self-study frameworks for gaining insight into a knowledge base for teacher education and teacher educator professional learning. Papers highlight collaborative self-study among a group of teacher educators working together for many years to develop shared understandings of the work of teacher educators. Papers include identifying theoretical frameworks for knowledge construction and enacted practices of teacher educators, using structured protocols for collaborative self-study research, analyzing a “slice” in the work of a teacher educator, and a survey project to uncover how teacher educators develop that resulted from prior collaborative self-study work.
Sub Unit
Chair
Papers
Theoretical Frameworks for Exploring Teacher Educator Knowledge and Professional Learning - Diane Yendol-Hoppey, University of North Florida; Jennifer L. Snow, Boise State University
Methods and Protocols for Collaborative Self-Study of Enacted Teacher Educator Practice - Jennifer Jacobs, University of South Florida; Fernando Naiditch, Montclair State University; Frank Pignatosi, New York University; Andrew J. Schiera, University of Colorado - Boulder
The Power of a Slice: Building Community through Collaborative, Reflective Practice - Carrie A. Nepstad, City Colleges of Chicago; Frances OC Rust, University of Pennsylvania
Teacher Education Research IS Teacher Education Practice - Connor Warner, University of Utah; Dirck Roosevelt, Independent Scholar