- #Building bridges vocabulary teacher document professional
- #Building bridges vocabulary teacher document series
Their common purpose was to find a research identity in a university department with a strong commitment to the education and training of student teachers but which existed within a university that prided itself on maintaining a reputation for research excellence. This article describes a collaborative research journey involving nine teacher educators. This is the first known self-study of pedagogical practice in clinical nursing education. As a methodology, self-study facilitated knowledge transfer between professions.
#Building bridges vocabulary teacher document professional
It was found that self-study facilitated the transfer of knowledge about formative assessment from classroom education research to nursing education and supported knowledge transfer from one teaching discipline to another.Ĭonclusions: Self-study was an effective method for personal and professional growth and development pertaining to formative assessment in nursing education. Guidance for employing self-study to support a clinical instructor’s professional learning outlines four steps: provoking ideas, describing implementation, reflecting on implementation and the consequences of practice, and making decisions for moving forward. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, reflection, and decision-making to examine the use of these strategies with nursing students.įindings: Self-study was demonstrated to be effective as an approach for continuous professional learning. She translated and then implemented these strategies in nursing education. Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education. Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The model has enabled rapid and rich development of academic collaboration with flexibility to develop new practices and projects that benefits research and teaching A key element of the success of this model was the foundation of this research in arts-based inquiry.
#Building bridges vocabulary teacher document series
The model includes a collaborative overarching research project and, nested under this mantle, a series of focused research projects conducted by pairs of collaborators, international networking, and enactments of scholarship. Data were drawn from: recordings of monthly group meetings discussion threads and documents on our leaning management site individual interviews with all members of the group conducted three times across the project and reflections on these interview transcripts by individual annotation and group discussions. We have created and tested a model of collaboration. This study demonstrates the benefits of combining cross-disciplinary teacher educator collaboration with peer coaching and has implications for individual teacher educators and teacher education programs.Ĭollaboration is a key component of our practice as teachers and teacher educators and there is a need to develop generative models for collaboration among teacher educators. The self-study also illuminated meaningful new perspectives about what questions are asked during whole-class discussion and how data is generated during student collaboration. Results revealed important process connections involving standards for practice and academic vocabulary. The purpose of the self-study was to examine the connections that bridge the two disciplines and the differences between disciplines that offer new perspectives. In this article, the authors report a two-year cross-disciplinary peer-coaching self-study by experienced teacher educators, one from English Language Arts and one from Mathematics Education. However, the teacher educator literature has said little about combining cross-disciplinary self-studies with peer coaching.
Cross-disciplinary self-studies and peer coaching have separately been shown to offer teacher educators meaningful professional development opportunities.
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