Self-study is inherently collaborative. Such collaboration provides transparency, validity, rigor and trustworthiness in conducting self-study. However, the ways in which these collaborations are enacted have not been sufficiently addressed in the self-study literature. This book addresses these gaps in the literature by placing critical friendship, collaborative self-study and community of practice at the forefront of the self-study of teaching. It highlights these forms of collaboration, how the collaboration was developed and enacted, the challenges and tensions that existed in the collaboration, and how practice and identity developed through the use of these forms of collaboration. The chapters serve as exemplars of enacting these forms of collaboration and provide researchers with an additional base of literature to draw upon in their scholarly writing, teaching of self-study, and their enactment of collaborative self-study spaces.
Author(s): Brandon M. Butler, Shawn Michael Bullock
Series: Self-Study of Teaching and Teacher Education Practices, 24
Publisher: Springer
Year: 2022
Language: English
Pages: 320
City: Singapore
Foreword
Cross-References
References
Contents
Chapter 1: The Complications of Collaboration in Self-Study
1.1 Structure and Contents of the Book
1.1.1 Critical Friendship
1.1.2 Collaborative Self-Study
1.1.3 Self-Study Communities of Practice
1.2 An Invitation to Consider Our Assumptions
References
Part I: Critical Friendship
Chapter 2: Understanding and Improving Professional Practice Through Critical Friendship
2.1 Definitions of Critical Friendship
2.2 The Place of Collaboration in Self-Study
2.3 Five Self-Study Experiences with a Critical Friend
2.3.1 A Self-Study with an International Visitor (1995)
2.3.2 A Self-Study with an Australian Colleague (2003–2004)
2.3.3 A Self-Study with a Queen’s University Colleague (2016)
2.3.4 A Six-Year Cross-Cultural Self-Study with a Chilean Teacher Educator (2014–2020+)
2.3.5 A Teacher Educator’s Final Self-Study (2018–2019)
2.3.6 The Impact of Self-Study on a Teacher Educator’s Practice
2.4 Two Critical Friends’ Conclusions About Critical Friendship
2.5 Conclusion
References
Chapter 3: Critical Friendship as a Research Tool: Examining the Critical Friend Definition Continuum
3.1 Introduction
3.2 Critical Friend Definition Continuum
3.2.1 Close Friend(s)/Stranger(s)
3.2.2 Insider(s)/Outsider(s)
3.2.3 Expert(s)/Non-expert(s)
3.2.4 Fully Involved/Loosely Involved
3.2.5 Reciprocal in Nature/One Way
3.2.6 Multiple/Single
3.2.7 Productive/Not Productive
3.2.8 Defined Expectations/No Expectations
3.3 Looking Forward with Critical Friendship
References
Chapter 4: “Do You Have Five Minutes?”: An Investigation of Two Doctoral Students’ Critical Friendship
4.1 Theoretical Framework
4.1.1 The Johari Window
4.2 Methods and Data Sources
4.3 Findings
4.3.1 Emotional Support
4.3.1.1 Accessibility
4.3.1.2 Personal Well-Being
4.3.1.3 Encouragement
4.3.2 Support of Practice
4.3.3 Research Support
4.3.4 Support in the Dissertation Process
4.3.4.1 Accountability
4.3.4.2 Feedback and Critique
4.4 Scholarly Significance
References
Chapter 5: Problematizing the Notion of Story Through Critical Friendship: An Exploration of Reframing Dissertation Writing Through Collaborative Meaning-Making Events
5.1 Narrative Inquiry
5.2 Problematizing the Notion of Story Through Critical Friendship
5.3 Challenging Spaces While Embracing Inquiry and Inviting Dissent
5.4 Our Journey-Moving Back to Move Forward, Together
5.5 Collaborative Meaning-Making/Making Meaning
References
Chapter 6: With a Little Help from My Friends: The Intersectionality of Friendship and Critical Friendship
6.1 Introduction
6.2 Critical Friendship Requires Trusting Friends
6.3 Cultural, Historical, and Contextual Dispositions of Our Collective
6.3.1 Adam
6.3.2 Mike
6.3.3 Andy
6.3.4 Todd
6.3.5 Geoff
6.4 Understanding Our Journey as Critical Friends
6.5 Themes
6.5.1 2020: A Collective Kick in the Teeth
6.5.1.1 Getting Kicked in the Teeth Professionally: Needing Outs
6.5.1.2 Navigating the Changing World of the Pandemic in Education
6.5.1.3 Getting Kicked in the Teeth Personally
6.5.2 Humor as Persistence
6.5.2.1 Pandemic Humor
6.5.3 Purposeful Banter
6.6 Discussion
6.6.1 Create More Casual Lines of Communication
6.6.2 Create More Consistent Lines of Communication
6.6.3 Be Okay with Not Being Okay
References
Chapter 7: Collaborative Learning from Experience Across Cultures: Critical Friendship in Self-Study of Teacher Education Practices
7.1 Introduction
7.2 Introducción
7.3 What Is Critical Friendship?
7.3.1 Examples of Critical Friendship in the Context of Self-Study
7.4 Themes in Our Critical Friendship
7.4.1 The Relationship Begins
7.4.2 The Relationship Deepens
7.5 Perspectives Central to Our Collaborative Learning Through Critical Friendship
7.6 An Example of Self-Study in Mutual Critical Friendship
7.6.1 Rodrigo’s New Practices
7.6.2 Tom’s New Practices
7.7 Teacher Education Practices of Particular Interest in Our Critical Friendship
7.7.1 The Role of Practicum Experience
7.7.2 The Differences Between Book Knowledge and Craft Knowledge
7.7.3 The Need to Develop Skills of Reflective Practice
7.8 Introducing Self-Study and Critical Friendship in Chile
7.9 Insights About Reframing Professional Practice: ‘You Can’t Fix What You Can’t See’
7.10 Conclusion
References
Chapter 8: Mediating Critical Friendship Through Language(s): A Plurilingual Approach
8.1 Introduction
8.2 Mediation, Collaboration and Plurilingualism in Self-Study
8.3 Plurilanguaging IS Mediation and Plurilanguaging AS Mediation
8.4 Critical Friends as Mediators of Experiences
8.5 Conclusions: Critical Friendship as a Plurilingual System
References
Part II: Collaborative Self-Study
Chapter 9: Collaboration in Self-Study to Foster Professional and Personal Agency
9.1 Creating a Collaborative Space for Professional Growth
9.2 Expanding Collaboration – Utilizing Collective Resources
9.3 Risk Taking and Vulnerability: Developing a Trusting Atmosphere
9.4 Constructive Conflicts and Provocations
9.5 Collaborative and Critical
9.6 Collaborative Agency
References
Chapter 10: The ‘We-Me’ Dynamic in a Collaborative Self Study
10.1 Introduction
10.2 The Collaborative in Self-Study
10.3 Insights on Identity
10.4 Methodology
10.4.1 Design
10.4.2 Method
10.4.3 Data Analysis
10.5 Me Within We, and We Within Me
10.5.1 A Strong We Identity
10.5.2 The Collaborative-Collective Side of Our Practice
10.5.3 Me Identities Remain
10.6 Conclusion
References
Chapter 11: The Value of Collaborative Self-Study in Navigating Stages of Teacher Education: Adopting New Roles, Creating New Identities, and Evolving Our Selves
11.1 History and Context
11.2 Methods: Growth and Change Over Time
11.3 Stages of Collaborative Growth
11.3.1 Stage 1: The Early Years of Learning Self-Study
11.4 Next Stages: Co-mentoring Toward Critical Friendship
11.4.1 Co-mentoring
11.5 Moving Forward and Shifting Our Collaborative Focus
11.6 The Significance of Collaboration
References
Chapter 12: Balancing Process and Outcomes to Further Collaboration Among Teacher Education Faculty in a Self-Study Learning Group
12.1 The Emergence and Values of a Self-Study Group
12.2 What Marked Our Interactions and Collaborations?
12.3 A Question of Which Came First: The Chicken or the Egg?
12.4 Discussion: A Group at the Crossroads
References
Chapter 13: Power-With: Strength to Transform Through Collaborative Self-Study Across Spaces, Places, and Identities
13.1 Perspectives
13.1.1 Feminist Perspectives
13.1.2 Transactional Theory
13.1.3 Envisionment Building
13.2 Creating Collaborative Self-Study
13.2.1 An Invitation into Self-Study
13.2.2 Constructing a Collaborative Framework
13.2.3 Creating a Public Homeplace
13.2.4 Processes for Collaboration
13.2.4.1 Textualizing Lived Experiences
13.2.4.2 Collaborative Conference Protocol
13.2.5 Strengthening Our Individual Efficacy and Teaching Practices
13.2.5.1 Personal and Professional Growth
13.2.5.2 Strengthening Individual Self-Efficacy
13.3 Conclusion: Recognizing Collaborative S-STEP as Power-With
References
Chapter 14: Game On! Collaborative Research and Resistance Through Play
14.1 Introduction
14.2 The Games
14.3 The Case for Undertaking Collaborative Research Through Play
14.4 Play Is a Stance
14.5 Play Is a Sense-Making Process
14.6 Play Is Pedagogical
14.7 Play Is an Attitude
14.8 Play Is a Relational Dynamic
14.9 Games for Reflection
14.10 Games for Discovery
14.11 Conclusion
References
Chapter 15: “Risky, Rich Co-creativity” Weaving a Tapestry of Polyvocal Collective Creativity in Collaborative Self-Study
15.1 Collective Creativity in Collaborative Self-Study
15.2 A Poetic Tapestry of Polyvocal Co-creativity
15.2.1 Risky, Rich Co-creativity: A Tapestry Poem
15.3 A Transcontinental Tapestry Dialogue on Polyvocal Co-creativity
15.4 Scholarly Significance
References
Part III: Self-Study Communities of Practice
Chapter 16: Critically Inquiring as Community Through Self-Study Communities of Practice
16.1 What Are Self-Study Communities of Practice?
16.2 Standard 1: Establishing Conditions for Research
16.2.1 Characteristic 1: Self-Study Community Involvement Is Voluntary
16.2.2 Characteristic 2: Self-Study Community Happens on Common Ground
16.2.3 Characteristic 3: Self-Study Community Requires Safety, Trust and Care
16.2.4 Characteristic 4: Self-Study Community Members Share Struggles Through Conversation
16.3 Standard 2: Creating Educational Knowledge
16.3.1 Characteristic 5: Self-Study Community Members Explore Their Teaching Through Collective Dialogue
16.3.2 Characteristic 6: Self-Study Communities Critically Examine Their Group Processes and Dynamics
16.4 Standards 3 and 4: Recreating Teacher Education and Contributing to the Public Discourse of Communities of Practice
16.4.1 Characteristic 7: Self-Study Communities Explore Teacher Education Reform
16.4.2 Characteristic 8: Self-Study Communities Move Toward the Future
16.5 Self-Study Communities of Practice Today and Tomorrow
References
Chapter 17: Self-Study Communities of Practice: A Traveler’s Guide for the Journey
17.1 Seeing the Path Others Have Taken
17.2 Our Journey
17.2.1 Establishing Conditions for Research: Our SSCoP Is Formed
17.2.2 Creating Educational Knowledge: Our SSCoP Travel Begins
17.2.3 Recreating Teacher Education: Pedagogy and Process
17.3 Our Process
17.3.1 Public Discourse of Communities of Practice: Scholarship and Leadership
17.4 A Travelogue of Tips
17.4.1 Details and Destinations: Who’s Coming? Where Are We Going?
17.4.2 Taking Turns at the Wheel: Meetings and Building on Member Strengths
17.4.3 Are We There Yet? Scholarly Work and Publishing
17.5 Final Thoughts
Appendix: Example of Study Planning Form
References
Chapter 18: The Power of Autobiography in Building a Self-Study Community of Practice
18.1 Using Autobiography to Create Self-Study Communities of Practice
18.1.1 Autobiography and Self-Study in Teacher Education
18.2 Methods
18.3 Context
18.3.1 Data Collection and Analysis
18.4 Creating a Self-Study Community of Practice
18.4.1 Using the Past to Create Community
18.5 Using the Present to Establish Community
18.6 Using the Future to Maintain Community
18.7 Discussion
18.7.1 Developing Practice and Identity
18.7.2 Challenges and Tensions
18.8 Conclusion
References
Chapter 19: Contributing to and Learning Through an Evolving Self-Study Community of Practice: The Experiences of Two Science Teacher Educators
19.1 Introduction
19.2 Context
19.3 Theoretical Perspective
19.4 Methodology
19.5 Design for Evolution
19.5.1 Karen
19.5.2 Saiqa
19.6 Open a Dialogue Between Insider and Outsider Perspectives
19.6.1 Karen
19.6.2 Saiqa
19.7 Invite Different Levels of Participation
19.7.1 Karen
19.7.2 Saiqa
19.8 Develop Both Public and Private Community Spaces
19.8.1 Karen
19.8.2 Saiqa
19.9 Focus on Value
19.9.1 Karen
19.9.2 Saiqa
19.10 Combine Familiarity and Excitement
19.10.1 Karen
19.10.2 Saiqa
19.11 Create a Rhythm for the Community
19.11.1 Karen
19.11.2 Saiqa
19.12 Implications and Conclusions
References
Chapter 20: Learning in a Self-Study Community of Practice: A Collaborative Journey in Coaching and Teaching
20.1 Landscapes of Practice
20.2 Context of Our Boundary Crossings
20.3 Our Self-Study Community of Practice
20.4 Outcomes
20.4.1 Caring as a Component of Coaching and Teaching
20.4.1.1 Student Care
20.4.1.2 Caring for Ourselves
20.4.2 Uncomfortable Experiences on the Boundaries of Coaching and Teaching
20.4.2.1 Being Uncomfortable with New Pedagogies
20.4.2.2 Being Uncomfortable About Our Coaching and Teaching Identities
20.5 Conclusion
References
Chapter 21: Forming a Self-Study Community of Practice in Turbulent Times: The Role of Critical Friendship
21.1 Prologue: Field Programs—Teaching About Teacher Inquiry
21.2 Beginnings Part I: Critical Friendship as Catalyst for Self-Study Community of Practice
21.2.1 Zombification
21.2.2 Comping
21.2.3 Mobilising metaphors
21.3 Beginnings Part II: Articulating Values for Teaching About Teacher Inquiry
21.4 Endings Part I: Zombification, Comping, and Teacher Education
21.5 Endings Part II: So What? The End
21.6 Coda: SSCoP as Emergent Collaboration
References
Chapter 22: Reframing Collaboration in Self-Study
22.1 Critical Friendship: Push Past the Superficial
22.2 Collaborative Self-Study: The Power and Peril of Prior Assumptions
22.3 Self-Study Communities of Practice: A Nascent But Necessary Move in Self-Study
22.4 Final Thoughts: Finding Clarity in Collaboration in Self-Study
References
