| 1. |
- Fransson, Göran, 1968-, et al.
(författare)
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Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge : A collaborative self-study to understand teaching practice and aspects of knowledge
- 2012
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Ingår i: Studying Teacher Education. - : Informa UK Limited. - 1742-5964 .- 1742-5972. ; 8:2, s. 193-204
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Tidskriftsartikel (refereegranskat)abstract
- This paper describes a self-study research project that focused on our experiences when planning, teaching, and evaluating a course in initial teacher education. The theoretical framework of technological pedagogical content knowledge (TPACK) was used as a conceptual structure for the self-study. Our understanding of the framework in relation to our teaching practice was in focus. The principal educational goal of the course was to develop the pedagogical use of web 2.0 resources to support learning in the preschool/school context. As a result, the focus, content, form of distribution, teaching, and assessment of the course went beyond what is common in initial teacher training in Sweden. The potential of the different digital tools was explored by situated use in the design and teaching of the course. Analysis highlights the challenges and opportunities that teacher educators and student teachers may encounter while working with, and learning about, information and communication technologies to support learning. Some of the findings discussed are related to the identified challenges and opportunities for both teachers and students to integrate content knowledge, pedagogical knowledge, and technological knowledge into a TPACK. Taken-for-granted organizational and institutional assumptions about teaching, learning, and assessment in teacher education were identified in the study.
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| 2. |
- Nilsson, Pernilla, 1969-
(författare)
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Capturing the complexity of practice : A self-study in the context of engineering education
- 2010
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Ingår i: Studying Teacher Education. - : Routledge. - 1742-5964 .- 1742-5972. ; 6:2, s. 187-200
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on a project in which a teacher educator, acting as a critical friend, worked with six engineering teachers in a Masters program in Machine Engineering in order to stimulate their reflection on their own teaching and learning as a way of developing their scholarship of teaching. The article draws particular attention to ways of expressing the learning from self-study in order to illuminate the complexities of teaching and to begin to encourage the articulation of the scholarship of teaching as a consequence of a collaborative experience. The results highlight how making teaching visible through the use of self-study offers new ways to capture the complexity of practice, which in this article is considered to be an important aspect of developing the scholarship of teaching.
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| 3. |
- Petroelje Stolle, Elizabeth, et al.
(författare)
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Investigating Critical Friendship: Peeling Back the Layers
- 2019
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Ingår i: Studying Teacher Education. - : Informa UK Limited. - 1742-5972 .- 1742-5964. ; , s. 19-30
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Tidskriftsartikel (refereegranskat)abstract
- This self-study documents two teacher educators’ professional inquiry into the notions of critical friendship. Specifically, we asked: How does our interactive inquiry on the topic of critical friendship lead us to new understandings of critical friends? Three theoretical perspectives framed this study – More Knowledgeable Others, Thought Collective, and reflection. Data sources included (a) artifacts from the self-study scholarship/literature, (b) written and real-time (audio recorded) dialogue, and (c) critical friend response memos. We systematically analyzed our data, linking the initial themes to our theoretical frame. These themes led to three findings about critical friendship: flexible definitions, complex characteristics, and multiple learning phases. Based on these findings, we created two research tools useful for researchers enacting critical friendship – the Critical Friend Definition Continuum and the Critical Friend Guide for Quality Assurance. Ultimately, we assert that we, along with our colleagues, must be responsible brokers of critical friendship by explicitly explaining our purposes, definitions and uses of critical friendship within our work as self-study researchers.
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