Literaturnachweis - Detailanzeige
| Autor/inn/en | Schmid, David; Townsley, Matt |
|---|---|
| Titel | Probation, Practitioners, and Pedagogy: Lessons Learned from Self-Study |
| Quelle | In: Networks: An Online Journal for Teacher Research, 23 (2022) 2, Artikel 3 (27 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2470-6353 |
| Schlagwörter | College Faculty; Schools of Education; Academic Probation; Reflective Teaching; Self Evaluation (Individuals); Tenure; Teacher Student Relationship; Scholarship; Teacher Evaluation; Feedback (Response); Teaching Styles |
| Abstract | The reward systems typically found in colleges and universities often serve as a barrier rather than a catalyst for improving teaching. As such, an increasing number of university faculty members are using their own classrooms as a site of inquiry and reflective practice (e.g. self-study) to concurrently advance their own research and teaching. This paper portrays a yearlong self-study of two former practitioners turned probationary faculty members within a college of education at a comprehensive regional university. Findings include tensions within relationships, the influence of our past positions, the engagement of students, and how scholarship requirements influence our professional lives. Finally, the authors suggest five reasons tenure-track faculty ought to consider participating in a self-study. (As Provided). |
| Anmerkungen | New Prairie Press, Kansas State University Libraries. 137 Hale Library, Manhattan, KS 66506. e-mail: nppress@ksu.edu; Web site: http://newprairiepress.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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