Teaching, Learning, and Enacting of Self-Study Methodology

322 Pages·2018·5.6 MB·English

by  Jason K. Ritter

Self-Study of Teaching and Teacher Education Practices 19
Jason K. Ritter
Mieke Lunenberg
Kathleen Pithouse-Morgan
Anastasia P. Samaras
Eline Vanassche Editors
Teaching, Learning,
and Enacting
of Self-Study
Methodology
Unraveling a Complex Interplay
Self-Study of Teaching and Teacher
Education Practices
Volume 19
Series editor
John Loughran, Monash University, Clayton, Australia
Advisory board
Mary Lynn Hamilton, University of Kansas, USA
Ruth Kane, University of Ottawa, Ontario, Canada
Geert Kelchtermans, University of Leuven, Belgium
Fred Korthagen, IVLOS Institute of Education, The Netherlands
Tom Russell, Queen’s University, Canada
More information about this series at http://www.springer.com/series/7072
Jason K. Ritter • Mieke Lunenberg
Kathleen Pithouse-Morgan
Anastasia P. Samaras • Eline Vanassche
Editors
Teaching, Learning,
and Enacting of Self-Study
Methodology
Unraveling a Complex Interplay
Editors
Jason K. Ritter Mieke Lunenberg
Duquesne University VU University Amsterdam
Pittsburg, PA, USA Amsterdam, The Netherlands
Kathleen Pithouse-Morgan Anastasia P. Samaras
University of KwaZulu-Natal George Mason University
Durban, South Africa Fairfax, VA, USA
Eline Vanassche
University of East London
London, UK
ISSN 1875-3620 ISSN 2215-1850 (electronic)
Self-Study of Teaching and Teacher Education Practices
ISBN 978-981-10-8104-0 ISBN 978-981-10-8105-7 (eBook)
https://doi.org/10.1007/978-981-10-8105-7
Library of Congress Control Number: 2018930023
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Contents
Learning About Self-Study of Teacher Education Practices. . . . . . . . . . . . 1
John Loughran
Part I Teaching, Learning, and Enacting of Self- Study
Methodology in the United States
Self-Study Research as a Source of Professional Development
and Learning Within a School of Education . . . . . . . . . . . . . . . . . . . . . . . . 11
Jason Margolis
On the Tension-Fraught Enterprise of Teaching Self-Study
to Colleagues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Jason K. Ritter
Identifying Tensions and Striving to Improve International
Mathematics Teacher Educators’ Practice Through Self-Study . . . . . . . . 35
Rachel A. Ayieko
“Self-Study” Is Not “Self:” Researching Lived Experience
in Teacher Educator Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Xia Chao
Self-Study to Help Teachers Engage in Diversity . . . . . . . . . . . . . . . . . . . . . 49
Laura Mahalingappa
Using S-STEP to Understand Faculty Roles in Establishing
Teachers of Color . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Christoper Meidl
My Journey as a Teacher Educator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Carla K. Meyer
Begin with Yourself: Using Self-Study Methodology in the Process
of Cultivating Mindfulness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Sandra Quiñones
v
vi Contents
Being Othered and Finding My Voice: Using Self-Study
to Better Understand My Experiences as an Early
Childhood Teacher Educator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Julia Ann Williams
Insight Gleaned from Our Participation in a Faculty
Self-Study Learning Group . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Jason K. Ritter, Rachel A. Ayieko, Xia Chao, Odeese Khalil,
Laura Mahalingappa, Christopher J. Meidl, Carla K. Meyer,
Sandra Quiñones, and Julia Ann Williams
Part II Teaching, Learning, and Enacting of Self- Study
Methodology in the Netherlands
Teaching and Learning Self-Study Research: Tracing the Map . . . . . . . . . 101
Mieke Lunenberg
Saying “Yes” to the Adventure: Navigating a Collective
Journey of Self-Study Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Amanda Berry, Paul van den Bos, Janneke Geursen,
and Mieke Lunenberg
Stimulating Student Growth Through Written Feedback:
A Self-Study on Supporting Students’ Research Projects . . . . . . . . . . . . . 131
Jorien Radstake
Experiences of a School-Based Teacher Educator: A Vignette . . . . . . . . . . 145
Els Hagebeuk
The Researcher Inside Me: A Quest for Meaningful Research
in a Shifting Academic Landscape. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Ari de Heer, Martine van Rijswijk, and Hanneke Tuithof
Signposts, Profits, and Pitfalls in Teaching and Learning
Self-Study Research: A Conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Mieke Lunenberg, Amanda Berry, Paul van den Bos, Janneke Geursen,
Els Hagebeuk, Ari de Heer, Jorien Radstake, Martine van Rijswijk,
and Hanneke Tuithof
Part III Teaching, Learning, and Enacting of Self- Study
Methodology in Flanders (Belgium)
Retelling and Reliving the Story: Teacher Educators Researching
Their Own Practice in Flanders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Geert Kelchtermans, Eline Vanassche, and Ann Deketelaere
The Role of the Teacher Educator During Supervisory Conferences . . . . 189
Eline Vanassche, Ludovicus Beck, Ann Deketelaere,
and Geert Kelchtermans
Contents vii
Teaching as a General Educationist in Physical Education . . . . . . . . . . . . 203
Eline Vanassche, Koen Kelchtermans, Ann Deketelaere,
and Geert Kelchtermans
Internship Assignments as a Bridge Between Theory
and Practice? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Eline Vanassche, Elien Peeters, Ann Deketelaere,
and Geert Kelchtermans
Interlude: Towards a Better Understanding of Teacher Educators’
Professional Development: Teacher Educators’ Researcherly
Disposition as a Promising Concept . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Hanne Tack and Ruben Vanderlinde
Part IV Teaching, Learning, and Enacting of Self- Study
Methodology in Polyvocal Professional Communities
Self-Study Research in a Polyvocal Professional
Community Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Anastasia P. Samaras and Kathleen Pithouse-Morgan
“Standing in a Messy Sandpit”: The Learning Side
of Self-Study Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Megan Madigan Peercy, Dalal Alkandil, Rebecca Caufman, Seth Hudson,
Shante Lane, Alice E. Petillo, Eric Reeves, and Andrea Sonnier
Dwelling in the Question: Professional Empowerment Through
Complex Visual Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Lesley M. Smith, Lynne Scott Constantine, Allison N. Sauveur,
Anastasia P. Samaras, Autum Casey, Anya S. Evmenova, Seth A. Hudson,
Seungwon “Shawn” Lee, and E. Shelley Reid
Learning Through Enacting Arts- Informed Self-Study Research
with Critical Friends . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Anita Hiralaal, Refilwe Matebane, and Kathleen Pithouse-Morgan
“Many Stories Matter”: Taking a Polyvocal Stance in Learning
About Teaching of Self-Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313
Kathleen Pithouse-Morgan and Anastasia P. Samaras
Introduction: Teaching, Learning, and Enacting
of Self-Study Research Methodology: A
Readers’ Guide
In the last decade, interest in self-study research has grown and, with that, also the
teaching of self-study methodology. Experienced self-study researchers have devel-
oped initiatives to teach and support groups of colleagues and students to conduct
self-study research in their own local contexts. Within the self-study community,
this development was looked on with interest, but at the same time, it also evoked
questions. For example, could “teaching” self-study research not – unintention-
ally – enforce a rather instrumental or technical approach? How might these col-
laborative research projects fit with the strong notion of ownership and personal
involvement embedded in self-study? As Loughran writes in the first introductory
chapter to this book, teaching about self-study has its challenges, these certainly
being examples of them.
In this book, we present a kaleidoscope of self-studies on teaching, learning, and
enacting of self-study research by self-study scholars working to develop the knowl-
edge base of teaching and facilitating self-study research. In one part, self-studies
are situated within a single university, while other parts involve participants from
diverse schools, colleges, and universities. The studies are carried out in self-study
research communities in different countries, as well as across different continents.
The contributions also show a variety of theoretical and practical approaches to
teaching, learning, and enacting of self-study methodology which extend our
understandings.
The first part of this book is situated in Pittsburgh, Pennsylvania, at Duquesne
University (USA). Here, Jason Margolis, a Department Chair within the School of
Education, motivated by his own experiences with self-study research, initiated a
self-study group in 2014 to create synergistic opportunities between teaching and
research and to support the professional development of his faculty. Jason K. Ritter
was asked to take lead of this group, translating his own knowledge of, and experi-
ences with, self-study research into facilitating similar work with his colleagues. In
his contribution to this part, Ritter analyzes how this translation seemed to work out
and what tensions he encountered. Next, the seven group members each offer reflec-
tive insights with regard to how they have experienced their participation in the
group. They introduce themselves and describe their backgrounds, their challenges,
ix
x Introduction: Teaching, Learning, and Enacting of Self-Study Research Methodology…
and the tensions they met. Then they reflect on how they understand, relate to, and
use self-study research. Each of these seven chapters ends with a description about
what the author experiences as strengths and limitations of self-study research. The
final chapter of the part, by Jason Ritter, Rachel Ayieko, Xia Chao, Odeese Khalil,
Laura Mahalingappa, Christopher Meidl, Carla Meyer, Sandra Quiñones, and Julia
Ann Williams, is a collaborative self-study of the group. This study offers insights
in the groups’ processes and progress and offers perspectives for the next phase of
their scholarly work together.
The second part of this book is situated in the Netherlands. In 2007, VU
University invited Dutch teacher educators from colleges and universities to partici-
pate in a self-study trajectory. In later Dutch self-study activities, school-based
teacher educators were also involved. Given the fact that most teacher educators in
the Netherlands have a teaching-only job, from the start it was obvious that facilita-
tors were needed to support the participants of these self-study activities. This part
starts with an overview, by Mieke Lunenberg, of the development of teaching self-
study research in the Netherlands since 2007, building on Dutch experiences as well
as on the increasing number of international publications on facilitating self-study
research. The next chapters consist of a collaborative self-study of four teachers of
self-study research, a reflective vignette about learning, conducting, and presenting
self-study research by a school-based teacher educator, and an individual as well as
a collaborative self-study of participants of the Dutch self-study activities. The final
chapter of this part is a conversation among all authors of the part (Mieke Lunenberg,
Amanda Berry, Paul van den Bos, Janneke Geursen, Els Hagebeuk, Ari de Heer,
Jorien Radstake, Martine van Rijswijk, and Hanneke Tuithof) on what has been
learned about teaching, learning, and enacting of self-study methodology, which
results in some suggestions to inspire others to also start self-study activities.
The third part of this book is situated in Flanders (e.g., the Dutch-speaking part
of Belgium). The focus of the chapters in this part is on reliving and retelling the
story of a self-study project that took place between 2009 and 2011. The project not
only represents the very first attempt in Flanders to use the methodological and
conceptual insights of the self-study approach but also aimed to contribute to the
improvement of support for student teachers’ learning during internships. The latter
reads as the underlying thread in the part. In the first chapter of this part, the facilita-
tors Geert Kelchtermans and Eline Vanassche, together with Ann Deketelaere,
describe the context of this collaborative project and present the protagonists and
the script underlying the different acts. They also present a number of lessons
learned from their attempts to meaningfully support and facilitate a self-study
research group. This chapter is followed by three chapters that present both an
account of, and a looking back on, three different self-studies included in the proj-
ect. In each chapter, the authors invite the reader to a ‘narrative tetralogue’ in which
the teacher educator who performed the self-study (Ludovicus Beck, Koen
Kelchtermans, Elien Peeters), together with the facilitators, looks back on the
teacher educator’s particular experiences, findings, as well as the development of
one’s practice as a teacher educator practice since the project ended.