Main Content
Session Information
10 SES 14 B, Self-Study Methodology: An inspiring and ambitious approach for practitioner research in Europe
Symposium
Contribution
Introduction We are six teacher educators at the University of Iceland using self-study to develop our courses and strengthen our professional foundation. The purpose of our study was to examine how the discourse of self-study of teacher education practices is developing in Iceland, and consolidate the influence on our professional development. Our goal was to understand the process of applying self-study in our professional community. Self-study as research methodology is a way for practitioners to critically reflect on their practice, and find ways to make the study public (Samaras, Guðjónsdóttir, McMurrer & Dalmau, 2012). Self-study of teacher education practices (S-STEP) was created and developed in English speaking countries, and most presentations of self-study, oral and written are in English. To understand deeply and present our studies it is critical to be able to do it also in our main language. It is challenging to explain our knowledge generation only in a foreign language. Therefore we find it important to create an understanding of the methodology and to underpin our foundation by creating a discourse on self-study in Icelandic. Methods This self-study explores the interpretation of self-study research in their professional community, and the development of the discourse in Iceland. It is a critical collaborative inquiry with a focus on a transparent and systematic process. Data was collected through narratives from each participant´s teaching and focus groups meetings. By analyzing our vision, values and beliefs we began to gain an understanding of our professional identities and the development of the self-study discourse in our professional community (Dalmau & Guðjónsdóttir, 2002; Loughran, 2014). Results This study sheds a light on how we created and developed the S-Step community. The first hurdle we had to cope with was the language. There is a strong official demand to use Icelandic and to create an Icelandic vocabulary for new professional concepts. The word self does not translate well into Icelandic and creates many questions and commands. Collaboration through shared teaching and learning experiences has helped us to draw out the complex thinking, decision making, and pedagogical rational that supports the professional work of teacher educators. As we strive to create our professional substance through self-study methodology we are challenged by our colleagues, who question the activity of researching your own practice especially with a focus on the self. Participation in the international self-study academic community has supported our stance as self-study researchers.
References
Dalmau, M. C., & Guðjónsdóttir, H. (2002). Framing professional discourse with teachers: Professional working theory. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 102–129). London: RoutledgeFalmer. Loughran, J. J. (April, 2014). Professionally developing as a teacher educator. Journal of Teacher Education. Retrieved http://jte.sagepub.com/content/early/2014/04/28/0022487114533386.full.pdf Samaras, A., Guðjónsdóttir, H., McMurrer, J. R. & Dalmau, M. D. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education: A Journal of Self-study of Teacher Education Practice, 8(3), 303–320.
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
The programme is updated regularly (each day in the morning)
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