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Developing a model for a self-study professional learning community

Chapter


Abstract


  • Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. The framework is developed from previous research with teachers in schools and is adapted for self-study of academic teaching practices. The framework is based on the dynamic interaction of three professional learning influences: (1) content, (2) process, and (3) conditions that support such a community. Development of the framework is based on the progress of a group of ten academics, mostly teacher educators, over a 12-month period. Refinement of the framework is supported by case studies of the experiences of two of the participants in the self-study community.

Publication Date


  • 2012

Citation


  • Hoban, G., McLean, P., Nielsen, W., Berry, A., Brown, C., Brown, G., Butterfield, B., Forrester, T., Kervin, L., Mantei, J., Trezise, J., Rossetto, C. & Verenikina, I. (2012). Developing a model for a self-study professional learning community. In S. M. Bullock & T. Russell (Eds.), Self-Studies of Science Teacher Education Practices (pp. 175-192). Dordrecht: Springer.

International Standard Book Number (isbn) 13


  • 9789400739031

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1082

Book Title


  • Self-Studies of Science Teacher Education Practices

Start Page


  • 175

End Page


  • 192

Place Of Publication


  • Dordrecht

Abstract


  • Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. The framework is developed from previous research with teachers in schools and is adapted for self-study of academic teaching practices. The framework is based on the dynamic interaction of three professional learning influences: (1) content, (2) process, and (3) conditions that support such a community. Development of the framework is based on the progress of a group of ten academics, mostly teacher educators, over a 12-month period. Refinement of the framework is supported by case studies of the experiences of two of the participants in the self-study community.

Publication Date


  • 2012

Citation


  • Hoban, G., McLean, P., Nielsen, W., Berry, A., Brown, C., Brown, G., Butterfield, B., Forrester, T., Kervin, L., Mantei, J., Trezise, J., Rossetto, C. & Verenikina, I. (2012). Developing a model for a self-study professional learning community. In S. M. Bullock & T. Russell (Eds.), Self-Studies of Science Teacher Education Practices (pp. 175-192). Dordrecht: Springer.

International Standard Book Number (isbn) 13


  • 9789400739031

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1082

Book Title


  • Self-Studies of Science Teacher Education Practices

Start Page


  • 175

End Page


  • 192

Place Of Publication


  • Dordrecht