A Self-Study of Teaching Practices: Are We Practicing What We Preach?

Autor/inn/en	Schiller, Marjorie; Streitmatter, Janice
Titel	A Self-Study of Teaching Practices: Are We Practicing What We Preach?
Quelle	(1994), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Art Education; Educational Practices; Higher Education; Journal Writing; Preservice Teacher Education; Reflective Teaching; Secondary Education; Self Evaluation (Individuals); Student Attitudes; Student Evaluation of Teacher Performance; Student Journals; Teacher Attitudes; Teacher Educators; Teacher Role + Suchen Sie Ihr Suchwort? Projektforschung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitschriftenaufsatz; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Schülerverhalten; Studentenzeitung; Lehrerverhalten; Teacher education; Lehrerbildung; Lehrerrolle
Abstract	Teacher educators routinely encourage preservice students to be reflective while learning to teach through dialogue journal writing and supervisory discussions. Likewise, they encourage teachers in the field to engage in action research and analyze and reflect upon their teaching through critical self-study. This paper describes a study that took place in two distinct contexts in two research universities in different parts of the country. Two teacher education instructors share their experiences in a self-study of their teaching practices. Each instructor included dialogue journal writing in her classes to achieve ongoing knowledge of what was happening in the classroom from the perspective of both students and instructors. At the end of each class everyone in the class, including the instructor, spent 10 minutes writing in their journals, which were then exchanged and read. The teacher collected and read all the journals, commented on the entries, and returned them at the next class meeting. The journals were analyzed periodically to uncover recurrent themes. One theme that surfaced regularly was a positive response to nontraditional teaching methods and strategies. Most students in both classes appreciated the journaling process as did both instructors. Journal excerpts are included. (Contains 17 references.) (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC