Phenomenological Self-Study Through Discourse: A Cognitive Apprenticeship Model of Collaboration

• In Event: Enacting Professional Learning Alongside Practicing Teachers

Abstract

An educational leadership doctoral program adopted a cognitive apprenticeship model to teach students about collaborative practice. For the first phases of cognitive apprenticeship, modeling and coaching, the faculty engaged in a phenomenological self-study to capture their experiences of collaboration as they practice and teach it. Data from polyvocal discourse and narrative writings indicate that the faculty had widely different experiences of collaboration but converged on three central facets of collaboration as critical practices to model for students, helping to inform their pedagogy within the cognitive apprenticeship model.

Authors

• Joanna Alcruz, Molloy College

• Mubina Schroeder, Molloy College

• Andrea M. Honigsfeld, Molloy College