Browse > Article
http://dx.doi.org/10.14697/jkase.2016.36.5.0739

Exploration, Conflicts, Challenges, and Changes: A Teacher Educator's Self-Study for Secondary School Physics Instruction Course  

Choi, Jaehyeok (Chonnam National University)
Jo, Kwanghee (Chosun University)
Joung, Yong Jae (Gongju National University of Education)
Kim, Heekyong (Kangwon National University)
Publication Information
Journal of The Korean Association For Science Education / v.36, no.5, 2016 , pp. 739-756 More about this Journal
Abstract
The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.
Keywords
self-study; teacher educator; pre-service science teacher; identity;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Aubusson, P., Griffin, J., & Steele, F. (2010). A design-based self-study of the development of student reflection in teacher education. Studying Teacher Education, 6(2), 201-216.   DOI
2 Baird, J. (2007). Interpreting the what, why and how of self-study in teaching and teacher education. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1443-1481). Dordrecht: Springer.
3 Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and teacher education, 20(2), 107-128.   DOI
4 Berry, A. (2007). Tensions in teaching about teaching: A self-study of the development of myself as a teacher educator. Dordrecht: Springer.
5 Bullough, R. V., & Pinnegar, S. E. (2004). Thinking about the thinking about self-study: An analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 313-342). Springer Netherlands.
6 Clarke, A., & Erickson, G. (2007). The Nature of Teaching and Learning in Self-Study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 41-67). Springer Netherlands.
7 Cochran-Smith, M. (2005). Teacher educators as researchers: multiple perspectives. Teaching and Teacher Education, 21(2), 219-225.   DOI
8 Cochran-Smith, M., & Lytle, S. L (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249-305.   DOI
9 Dalmau, M. C., & Gudjosdotir, H. (2002). Framing professional discourse with teachers: Professional working theory. In J. Loughran and T. Russell (Eds.), Improving teacher education practices through self-study (pp. 102-129). London: Routledge Falmer.
10 Day, C., Kington, A., Gu, Q., & Sammons, P. (2005). The role of identity in variations in teachers' work, lives and effectiveness. In Paper presented as part of a TLRP Seminar Series.
11 Dias, M., Eick, C. J., & Brantley-Dias, L. (2011). Practicing what we teach: A self-study in implementing an inquiry-based curriculum in a middle grades classroom. Journal of Science Teacher Education, 22(1), 53-78.   DOI
12 Dinkelman, T. (2003). Self-study in teacher education a means and ends tool for promoting reflective teaching. Journal of teacher education, 54(1), 6-18.   DOI
13 Jo, K., Kim, H., Choi, J., & Joung, Y. J. (2016). Exploration on the features and possibility of self-study in science education research: Based on the theoretical background and previous researches. Journal of the Korean Association for Science Education, 36(3), 457-470.   DOI
14 Faikhamta, C., & Clarke, A. (2013). A self-study of a Thai teacher educator developing a better understanding of PCK for teaching about teaching science. Research in Science Education, 43(3), 955-979.   DOI
15 Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-Study in teacher education (pp. 235-246). London: Falmer Press.
16 Han, J. (2012). Autobiographic research on the life of an assistant professor of science education at a college of education. Journal of Science Education, 36(1), 1-13.   DOI
17 Kim, Y. & Lee, D. (2011). An Inquiry on the theoretical perspectives and methodological characteristics of autoethnography. The Journal of Yeolin Education, 19(4), 1-27.
18 Korthagen, FAJ, Willems, GM, Stakenborg, JHJ, & Veugelers, W. (2000). Teacher educators: From neglected group to spearhead in the development of education. Trends in Dutch teacher education, 35-48.
19 LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817-869). Springer Netherlands.
20 Koster, Bob, Brekelmans, Mieke, Korthagen, Fred, & Wubbels, Theo. (2005). Quality requirements for teacher educators. Teaching and Teacher Education, 21(2), 157-176.   DOI
21 Luft, J. A., & Roehrig, G. H. (2007). Capturing science teachers' epistemological beliefs: The development of the teacher beliefs interview. Electronic Journal of Science Education, 11(2).
22 Lee, H. (2007). The self-narrative of development of a Korean high school teacher. Anthropology of Education, 10(2), 131-170.   DOI
23 Lee, H., Shim, Y., Kim, N., & Lee, H. -M. (2012). An inquiry into the rationale for self-study of teachers. Journal of Education & Culture, 18(2), 5-43.
24 Loughran, J. J. (2007). A history and context of self-study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7-39). Dordrecht: Springer.
25 Pak, S., Chang, H., & Cho, M. (2010). Autoethnography: Exploration of its value as a research methodology in anthropology and education. Anthropology of Education, 13(2), 55-79.   DOI
26 Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media.
27 Koster, B., & Dengerink, J. (2001). Towards a professional standard for Dutch teacher educators. European Journal of Teacher Education, 24(3), 343-354.   DOI
28 Swennen, A., Jones, K. & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1-2), 131-148.   DOI
29 Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. LA: Sage Publications.
30 Sung, Y. (2005). Autobiography: Guilt, self-censorship, and commitment to being a curriculum professor in Korea. Anthropology of Education, 8(2), 181-209.
31 Trent, J. (2013). Becoming a teacher educator: The multiple boundary-crossing experiences of beginning teacher educators. Journal of Teacher Education. 64(3), 262-275.   DOI
32 Wood D., & Borg T. (2010). The rocky road: The journey from classroom teacher to teacher educator. Studying Teacher Education, 6(1), 17-28.   DOI