- Title
- Tandem research: Analysis as data for self-study research
- Creator
- Gervasoni, Ann; Brandenburg, Robyn
- Date
- 2014
- Type
- Text; Conference paper
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/161623
- Identifier
- vital:12524
- Abstract
- This paper explores the findings of self-study research (LaBoskey, 2004; Loughran, 2006; Samaras, 2010; Samaras & Freese, 2006) that emerged from a separate Teacher Identify research project in which both authors were engaged. The Teacher Identity research project explored the professional identities of 192 pre-service teachers who were enrolled in the first year of their course at two Universities in a regional Australian city. As part of the data collection phase of the Teacher Identify research in 2010, we invited the pre-service teachers to produce a visual representation of a teacher. The representations were produced in the first weeks of their respective courses to minimize any influence of the program and our teaching, on their initial visual representations of themselves as a teacher. It was during the sorting and coding of these visual representations that we realised we had initiated a self-study without deliberately setting out to do so. The process of data analysis had become a context that deeply challenged our assumptions about our teaching and our students’ learning. We had both ‘turned to self’ (Bullough & Pinnegar, 2001). This realisation prompted us to formalise the self-study research that was emerging and then to purposefully collect data about the critical moments (Brandenburg, 2008; Brandenburg & Gervasoni, 2012; Kosnik, 2001; Tripp, 1993) that arose as we analysed the Teacher Identify research data. Reflecting ‘in and on action’ (Schön, 1985; 1991) provided the framework to enable us to identify critical moments in our analysis of the Teacher Identity data and to further understand the implications of this new knowledge for our practice as teacher educators, and for self-study methodology.
- Publisher
- © 2014 Tenth International Conference on Self-Study in Teacher Education Practices. Auckland, New Zealand: The University of Auckland
- Relation
- Changing practices for changing times: Past, present and future possibilities for self-study research; Herstmonceux Castle, East Sussex August 3rd-7th; published in Proceedings of the Tenth International Conference on Self-Study of Teacher Education Practices. p. 94-99
- Rights
- Open Access
- Rights
- https://www.dropbox.com/s/bb1gqvxrw3gerpv/Castle10Int_Proceedings2014.pdf?dl=0
- Rights
- This metadata is freely available under a CCO license
- Full Text
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