A Cross-Case Analysis of Collaborative Studies Across Courses in a Large Urban Teacher Education Program

• In Event: Methods and Models of Structural Elements of Teaching

Abstract

Developing a culture of across course communication and collaboration among faculty may necessitate a collaborative method that leads teacher educators to look within themselves and their program regarding improvement to their own practices. The purpose of this study was to understand how collaborative self-studies can potentially support faculty development, collaboration, and impact program improvement efforts. Using cross-case analysis, the study also examined the commonalities and divergences among faculty understandings about their own studies of practice. Three themes emerged relating to the structural elements of the collaborative self-studies - time allotment, formalization of the self-study process, and motivation. The study also found faculty collaboration and common interests as two commonalities and lack of clarity and proposal inconsistencies as divergent themes.

Authors

• Susie Gronseth, University of Houston

• Jahnette Colleen Wilson, University of Houston

• Jane Mcintosh Cooper, University of Houston

• Dr. Neelofer A Tajani, University of Houston - Clear Lake

• Amber Thompson