Reading Representation 5
- ravensrobinson
- Sep 20, 2016
- 1 min read
Assigned Readings:
Chapters 4: Dana, N.F. & Yendol-Hoppey, D. (2014) The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry (3rd ed.). Thousand Oaks, Calif.: Corwin Press.
Self-Study Related Readings:
Self-Study 1: Ragoonaden, K. (2015). Self-study of teacher education practices and critical pedagogy: The fifth moment in a teacher educator's journey. Studying Teacher Education, 11(1), 81-95.
Self-Study 2: Auld, G., Ridgway, A., & Williams, J. (2013). Digital oral feedback on written assignments as professional learning for teacher educators: A collaborative self-study. Studying Teacher Education, 9(1), 31-44.
Wondering Article:
Solvie, P., & Sunger, E. (2012). Teaching for success: Technology and learning styles in preservice teacher education. Contemporary Issues in Technology and Teacher Education, 12(1), 6-40.
Assigned Essential Question(s):
How can I study my practice as a teacher educator?
Reading Representation:
The artifacts, below, provide a snapshot of data that I have been collecting from my students: reflection journals. At the end of every class meeting, in EDE 4504, students are expected to think deeply about the content provided through the lesson, as provided by questioning stems and NSRF protocols for reflection. Additionally, to study the depth at which I have impacted my students, I administered a monthly check on the extent of the knowledge I have provided for students and to what extent it has been applied in their field experiences. This information allows me to study the ways in which I can foster a more engaging learning environment as a teacher educator.
