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The reflective trio: A model for collaborative self-study in teacher education
William L. Greene,Younghee M. Kim,Joan L. Marioni 한국교육개발원 2007 KEDI Journal of Educational Policy Vol.4 No.1
This study examines how participation in a faculty reflection group over a two-year period affected members’ views of their teaching and the learning of their students. Three questions provide the basis for data collection and analysis: 1) How does collegial support and coaching promote open discussion of our own teaching and learning? 2) What particular cognitive and emotional needs do we have as teacher educators? 3) And are we modeling the constructivist philosophy of our program for our students? Through a series of scheduled and unscheduled meetings and teaching observations, data sources include audiotape recordings, field notes, and personal-journal reflections. In their findings, the authors share what they learned, discuss personal goals that surfaced through their collaboration, and identify strategies to help them meet these goals. Characteristics of the reflective-trio model are explicated for possible use and adaptation by others and may be of particular interest to new faculty or beginning teachers at any level.
Linda Samek,Younghee M. Kim,Jay Casbon,Micki M. Caskey,William L. Greene,P. Maureen Musser 한국교육개발원 2010 KEDI Journal of Educational Policy Vol.7 No.2
This qualitative study followed a survey study that investigated university faculty, classroom teachers, and principals’ perceptions of well-prepared middle school teachers in the state of Oregon in the United States. A qualitative approach allowed the researchers to explore and interpret the participants’ views (Denzin &Lincoln, 1998). In spite of many similarities, a number of differences in emphasis or priority were found among the groups, including views on assessment, curriculum development, and the importance of family and community connections for beginning classroom teachers. This study provides a foundation for deeper analysis and discussion among university faculty and practitioners concerning the "what" of middle school teacher preparation programs.