Laurie A. Ramirez

CONNECTING UNIVERSITY SUPERVISION AND CRITICAL REFLECTION: MENTORING AND MODELING

This study reports on the experiences of supervisors in a university teacher preparation program regarding their critical reflection on their practice. This has an impact on the learning opportunities available for their student teachers. Findings include: (a) an understanding of critical reflection is something that builds over time for student teachers through exposure to their supervisors practice; (b) explicitly modeling, guiding, and communicating the importance of critical reflection in teaching practice through supervisory stance helps teacher candidates develop critically reflective practices and understandings; (c) developing critical reflection in their individual and shared practices takes time for both parties.

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders

Abstract Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions – both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that guided them is also included. Throughout the process, the two served as co-mentors for each other as they navigated the unfamiliar territory of educational leadership at the university level. Together, they strove to remain committed to shared ideals of democratic practice, transparency, and collaboration. As evidenced in the data, tensions existed as they learned and performed their new roles. Administrative duties and their enactment at times conflicted with their ideals of effective leadership. Electronic journals kept throughout the process were the main data source, which they then revisited to chart their own and each other’s learning and growth while leading. Looking back at their progression, they were able to identify four iterative phases in their development: forming, storming, norming, and performing. Discussions of each phase, with examples, are focal points of the study. The co-mentoring model is one that, while not typically or formally used, was shown to be effective for these two new leaders. Leading each other’s learning helped them align ideals of leading (in teaching and scholarship) with traditional ideas of administration (management tasks and leadership enactments). This study provides clear recommendations for new leaders and those who support them in becoming leaders.

Insights into students, practice and self through engaging as learners in our own classrooms

We conducted this collaborative self-study to explore the consequences of completing course assignments which were required of our respective students. Students had communicated that these particular assignments were daunting or anxiety-inducing. We placed ourselves in the position of learners with the intended purpose of coming to more fully appreciate and understand our students’ experiences. Data sources included our shared researcher journals and correspondence as well as student responses collected through discussion and anonymous written reflections. By using ourselves as primary examples, we endeavored to demonstrate the process of critical reflection, lessen student anxiety about experiences they view as uncomfortable, promote the co-construction of knowledge, model the teacher-researcher perspective, and improve our collective professional practice. This study has significance for other teacher educators, many of whom might require students to engage in tasks they have not done themselves or which they have not done in some time. Engaging in those tasks transparently and modeling critical reflection with students were beneficial to students’ professional development and transformed the way we approach our roles as teacher educators.

Breaking the silence surrounding childhood sexual abuse: consequences for our practice and selves as teacher educators

Abstract This collaborative self-study describes the efforts and consequences for two teacher educators including childhood sexual abuse (CSA) as a topic in their respective preservice courses. Survivors of CSA, the authors engaged in their instructional practices to promote greater awareness among their students of the prevalence of CSA and to encourage students to recognize the ethical versus legal dimensions of supporting survivors within the context of future practices. The authors, aided by two critical friends, found they came to greater understandings of themselves, personally and professionally, as a result of the collaborative self-study and concluded acknowledging their identities as CSA survivors was a powerful instructional strategy. Informed by social justice and advocacy literature, this study endeavors to prompt teacher educators and classroom practitioners to engage in open dialogue of a topic that has far-reaching personal and social consequences but has long been silenced.

The Impact of Critically Reflective Teaching: A Continuum of Rhetoric

ABSTRACT This qualitative case study explored teaching approaches designed to develop critically reflective thinking (CRT) for preservice teachers in an urban, secondary teacher preparation program. Despite concerted use of CRT within course lessons, online discussions, and case studies, participants demonstrated varying degrees in their understanding of diversity and how they will respond in their teaching practices. Findings speak to the critical importance for teacher preparation that acknowledges conceptual readiness and receptivity among preservice teachers when challenging beliefs regarding diversity using critically reflective pedagogy. Findings will inform other teacher educators in the development of pedagogy and the tools for supporting critically reflective thinking, problem solving, and decision making in urban schools.