A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment

Autor/inn/en	Sanders, Jennifer Y.; Parsons, Sue Christian; Mwavita, Mwarumba; Thomas, Katherine
Titel	A Collaborative Autoethnography of Literacy Professional Development Work in a High-Needs Environment
Quelle	In: Studying Teacher Education, 11 (2015) 3, S.228-245 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2015.1071251
Schlagwörter	Autobiographies; Ethnography; Literacy; Professional Development; School Districts; Urban Schools; Disadvantaged Schools; Teacher Educators; Cooperation; Collaborative Writing; Politics of Education; Teacher Collaboration; Teacher Role; Resistance to Change; Resistance (Psychology); Self Evaluation (Individuals); Needs Assessment; Interpersonal Relationship; Principals; Trust (Psychology); Credibility; Teacher Attitudes; Attitude Change; Change Strategies + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Ethnografie; Alphabetisierung; Schreib- und Lesefähigkeit; School district; Schulbezirk; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Co-operation; Kooperation; Educational policy; Bildungspolitik; Lehrerkooperation; Lehrerrolle; Resistenz; Bedarfsermittlung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Principal; Schulleiter; Glaubwürdigkeit; Lehrerverhalten; Attitudinal change; Einstellungsänderung; Lösungsstrategie
Abstract	This article presents the findings of a collaborative autoethnography (CAE) of three teacher educators' work as literacy professional development (PD) leaders in a high-needs, culturally diverse, urban, US school district. The research questions focused on what the facilitators learned about leading literacy PD in a high-needs/high-stakes environment and how the teacher educators changed from navigating the complex contexts of PD work over an 18-month period. Data collection included written accounts of the researchers' experiences, collaborative dialogue and probing discussions, and expanded autoethnographic writings. Methods of CAE analysis were employed, resulting in several thematic assertions that offer intimate insight into the processes of facilitating literacy PD with marginalized populations of students and educators. The findings address the socio-political nature of building relationships in such settings, the challenges of changing a deficit-based discourse, and the tensions that influenced the PD facilitators' actions and learning. Through the self-study methodology of CAE, this work provides teacher leaders and teacher educators with tangible ideas about how to facilitate the vital PD processes of relationship building, collaborating with teachers, navigating multiple roles, designing learning engagements and leadership structures, and supporting resistant and struggling educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01