Enacting self-study as methodology for professional inquiry Dawn Garbett and Alan Ovens Editors Self-Study of Teacher Education Practices (S-STEP) 2 Enacting self-study as methodology for professional inquiry Editors Dawn Garbett & Alan Ovens The University of Auckland, New Zealand Layout and Design Alan Ovens Cover photo “Self-portrait” by Marcin Turecki http://www.deviantart.com/art/self-portrait-343602909 Used with permission © 2016 Self-Study of Teacher Education Practices Copies of the online PDF may be downloaded from www.castle- conference.com ISBN: 978-0-473-35893-8 This book has been published by the Self-Study of Teacher Education Practices (S-STEP) community. S-STEP educators work in a wide variety of practice settings and seek to make substantial contributions related to the theory in practice of teacher education, self-study research design/practice, and the professional development of educators through self-study of professional practice. For more information about the Self-Study of Teacher Education Practices community visit their webpage at selfstudysig.wordpress.com 3 4 Contents Front Matter 9 Dedication 11 11 Foreword 13 Part one: Enactment 1 Multiple layers of interactivity in self-study of practice research: An 19 empirically-based exploration of methodological issues Tim Fletcher, Déirdre Ní Chróinín and Mary O’Sullivan 2 Polyvocal research jamming: A quartet enacting methodological 27 inventiveness in self-study Kathleen Pithouse-Morgan, Lesley Coia, Monica Taylor and Anastasia P. Samaras 3 The tension-fraught enterprise of teaching self-study 37 Jason K. Ritter 4 How do we improve our contribution to the professional development of educational practitioners by enacting a self-study 45 methodology? Marie Huxtable and Jack Whitehead 5 “I, Teacher Educator”: Grappling with ethical responsibility, hybrid pedagogies, and neoliberal agendas in mangled educational 53 spaces Kathryn Strom, Linda Abrams, Charity Dacey and Tammy Mills 6 Co-conspirators and critical friends: Navigating tensions in 61 teaching research Andrew L. Hostetler, Alicia R. Crowe and Geoffrey E. Mills 7 Finding the missing methods in a methods course 69 Linda May Fitzgerald and Melissa Heston 8 We can be heroes: Representation of research in self-study of 77 teacher education practice Chris North 5 9 Using modelling as a method of teaching a content course to pre- 85 service teachers: Lessons learnt Eunice Nyamupangedengu and Anthony Lelliot 10 Moving between the propositional and practical: A self-study in an 93 adolescent development class Stefinee Pinnegar and Mary Rice 11 The Developmental Physical Education Group: An emergent 101 collaborative self-study Mike Jess, Matthew Atencio and Nicola Carse 12 A gallery walk: ‘Drawing out’ understandings of collaborative self- 109 study in teacher education Jo Raphael, Shelley Hannigan and Peta White 13 The power of autobiography: Unpacking the past, understanding the present, and impacting the future while establishing a 119 community of practice Angela Branyon, Mark Diacopolous, Kirsten Gregory and Brandon Butler. 14 Survivors’ oaths: Collaborating beyond survival memos 127 Dawn Garbett, Constanza Tolosa, Alan Ovens and Rena Heap 15 Sustaining self and others in the teaching profession: A group self- 133 study Cheryl J. Craig, Gayle Curtis and Michaelann Kelly 16 The man in the mirror: A self-study in reflection 141 Joseph C. Senese 17 Professional learning from the process of co-editing journeys of 147 becoming Judy Williams and Mike Hayler 18 Learning together as teachers and researchers: Growing shared 155 expertise in a self-study community of inquiry Janneke Geursen, Amanda Berry, Els Hagebeuk, Carmen Peters and Mieke Lunenberg 19 Networkism: Dialoguing about co-facilitating transdisciplinary self- 163 study professional learning communities Anastasia P. Samaras, Kathleen Pithouse-Morgan, Theresa Chisanga, Joan Lucy Connolly, Lynne Scott Constantine, Thenjiwe Meyiwa, Lesley Smith and Delysia Norelle Timm 6 Part two: Discovery 20 A constant state of beginning: Tensions between personal and 173 programmatic agency and external demands and constraints Laura Haniford and Penny Pence 21 A rhizomatic reading of becoming teacher educator 181 Alan Ovens, Kathryn J. Strom and Dawn Garbett 22 Snapshots: Teacher educator professional learning shaping teacher 189 educator practices Melissa Parker, Déirdre NíChróinín, Maura Coulter, Ciaran Walsh and Paul McFlynn 23 Leadership and on finding my way through self-study 197 Kerry Jordan-Daus 24 Thriving vs. surviving: Our journey to align our teacher education 207 selves in contexts of leadership Laurie Ramirez and Valerie Allison 25 From expert to novice: Studying a second discipline 213 Melanie Shoffner 26 Understanding our identities as teachers through “maker 219 pedagogy”: A collaborative self-study Andrea Sator and Shawn Bullock 27 Critical friends using self-study methods to challenge practicum 227 assumptions and practices Rodrigo Fuentealba and Tom Russell 28 Teacher, teacher educator, or both? A collaborative self-study of 235 teacher educator identity Adam Jordan, Todd Hawley and Christina Washell 29 Navigating the pre-tenure review process: Experiences of a self- 241 study researcher Brandon Butler 30 Teaching teacher educators: A self-study of our learning from 249 experience Petr Svojanovsky and Jan Nehyba 7 31 A self-study of two teacher educators responding to program 257 change Andrea K. Martin and Tom Russell 32 Managing the visiting Assistant Professor role: A collaborative 263 approach to self-study research in physical education James Ressler and K. Andrew R. Richards 33 From pedagogical confrontations to pedagogical invitations: A self- 269 study of teacher educators’ work Robyn Brandenburg, Sharon McDonough and Wendy Moran 34 A journey of two teacher educators quest for professional growth 277 Jamelyn C. Tobery-Nystrom and Kristine McGee 35 Realizing, recognizing and refining a mentoring relationship: A self-study of becoming and being an English language arts teacher 285 educator Elsie Olan and Jeffrey Kaplan 36 Playing in tune: Reflection, resonance, and the dossier 291 Allan MacKinnon and Shawn Bullock Part three: Inclusivity 37 Emancipatory pedagogy for inclusive practices, enacting self-study 299 as methodology Hafdís Guðjónsdóttir and Svanborg R. Jónsdóttir 38 Family scholar lenses on professional opportunities: Gendered 305 transitions, gendered narratives Renée T Clift and Bryan C. Clift 39 Trust in diversity: An autoethnographic self-study 311 Lesley Coia 40 Narrating structures to support teacher education attentive to 317 place M. Shaun Murphy and Stefinee Pinnegar 41 Beyond self and rural 325 Ann Schulte and Bernadette Walker-Gibbs 8 42 Learning from place: Dwelling within practice-and-theory 331 Kevin O’Connor, Gladys Sterenberg and David Dillon 43 From disgust to action: Childhood sexual abuse and its 339 ramifications in/for our work as teacher educators Valerie A. Allison, Laurie Rameriz, Donna Allender and Jerry Allender 44 Leaning in: Theater of the oppressed as a transformative curriculum 34(cid:24) for teacher educators Kimberly Dean and Foram Bhukhanwala 45 Heard and unheard voices in a multicultural teacher education 353 environment Judith Barak, Smadar Tuval, Bobbie Turniansky, Amnon Glassner and Adiba Arafat Part four: Application 46 What have we learned from twenty years of teaching with cases? 363 Andrea K. Martin and Nancy L. Hutchinson 47 Toward a framework for reading lived experiences as texts: A four- 371 year self-study of teacher education practices Abby Cameron-Standerford, Christi Edge and Bethney Bergh 48 Desenredando (unknotting) the threads of our educator practice: Elucidating the drive and essence of our present teacher education 379 curriculum and practice Gayle Curtis, Jane M. Cooper and Leslie Gauna 49 Exploring written feedback as a relational practice 387 Signe Kastberg, Alyson Lischka and Susan Hillman 50 Learning about enacting a pedagogy of teacher education through 395 the ‘beloved assignment’ Rachel Forgasz and John Loughran 51 Relinquishing and renegotiating control in an undergraduate 403 methods course to improve engagement and learning Lynn Thomas and Janneke Geursen 9 52 Enacting a relational approach as a teacher education 411 administrator: A self-study Julian Kitchen 53 Jokes, puns, and emoticons: The roles and functions of impromptu 419 humor in our teacher education practices James Muchmore, Tom Griggs, Deborah Tidwell, Maggie Mnayer, and Kristie Beyer 54 What is the role of the teacher educator in a world of alternative 427 routes to teaching? Melissa Newberry and Stefinee Pinnegar 55 All brain and still no body: Moving towards a pedagogy of 433 embodiment in teacher education Sharon McDonough, Rachel Forgasz, Amanda Berry and Monica Taylor 56 Enacting self-study methods to explore critical engagement in 441 synchronized online learning spaces Charlotte Frambaugh-Kritzer and Elizabeth Petroelje Stolle 57 Strengthening teacher identity through development of 449 professional working theory Svanborg R. Jónsdóttir and Karen R. Gísladóttir 58 Going against the grain 455 Arlene Grierson 59 The blended course design: The role of agency in a pedagogical 463 shift Chinwe Ikpeze 60 A self-study of unschooling and student choice 471 Adam Jordan, Jordan Hall, Falyn Tansky and Amelia Lancaster 61 A self-study of leading the development of professional and intercultural learning for pre-service teachers through international 479 practicums Libby Tudball 10