Learning to Enact Core Practices: A Collaborative Self-Study "on the Bleeding Edge" of Innovative Practice in Teacher Education

• In Event: 66.079 - Roundtable Session 25
  In Roundtable Session: 66.079-1 - Self-Study for Faculty Growth

Abstract

In this collaborative self-study, we investigate our collective learning as we explore the challenges of enacting core practice pedagogies (CPs) with teachers of language learners. Specifically, we examine the first author’s processes of learning how to engage TCs in practice-centered work in an online teacher education course, and the learning opportunities afforded to the second author by supporting a colleague who was new to CP work. Findings demonstrate that both authors experienced opportunities for learning regarding how to engage TCs in enacting CPs. This study contributes to the research base as we position self-study as a methodology for developing, refining, and documenting ambitious pedagogies for teacher preparation to determine whether this approach to novice teacher development can become the norm.

Authors

• Megan Madigan Peercy, University of Maryland - College Park

• Francis J. Troyan, The Ohio State University