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Self-study enabling understanding of the scholarship of teaching and learning: an exploration of collaboration among teacher educators for special and inclusive education.

King, Fiona ORCID: 0000-0001-5749-1435, Logan, Anna ORCID: 0000-0002-1477-4803 and Lohan, Adrian (2018) Self-study enabling understanding of the scholarship of teaching and learning: an exploration of collaboration among teacher educators for special and inclusive education. Studying Teacher Education: A journal of self-study of teacher education practices, 15 (2). pp. 118-138. ISSN 1742-5964

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Abstract

While teaching is increasingly being accepted as a discipline there is a growing emphasis on teacher educators researching their own practice to advance the scholarship of teaching and learning (SoTL) (Loughran & Russell, 2007). This study sought to explore the extent to which self-study contributes to teacher educators’ understanding of the SoTL within the discipline of teaching. While self-study is generally accepted as a scholarly approach (Kitchen, 2015) the aim here is to address the call for selfstudy researchers to evince a commitment to a practice-based and theory-building research agenda by linking with public theories (Vanassche & Kelchtermans, 2015), in this case the SoTL (Kreber & Cranton, 2000). Additionally given that self-study is collaborative (Loughran, 2010) findings here may help to somewhat address the dearth of knowledge about teacher educator collaboration (Heldens, Bakx & den Brok, 2015). A self-study approach was adopted to explore a journey of two teacher educators as they designed, implemented and evaluated new modules in special and inclusive education withinaninitial teacher education programme in the Republic of Ireland. Analysis and synthesis of data from 24 student teachers and two teacher educators provide insights and understandings into the collaborative interactions and factors that enabled and hindered these interactions. This may support other teacher educators develop a collaborative pedagogical culture to enhance greater understanding of the SoTL We argue for adopting self-study as a scholarly approach to engage with other theories, such as SoTL, thus contributing to the broader field of teacher education research.

Item Type:Article (Published)
Refereed:Yes
Uncontrolled Keywords:Scholarship of teaching and learning; collaboration; initial teacher education; special and inclusive education
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Inclusive & Special Education
Publisher:Taylor & Francis
Official URL:https://doi.org/10.1080/17425964.2019.1587607
Copyright Information:© 2019 Routledge
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:23089
Deposited On:14 Mar 2019 11:54 by Thomas Murtagh . Last Modified 19 Apr 2021 12:07

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