Author Biography
Sherry Dismuke, Ed.D. is a Clinical Assistant Professor at Boise State University where she teaches and serves as a university liaison. Her research interests focus on teacher education and induction.
Esther A. Enright, Ph.D. is an Assistant Professor at Boise State University. Her research focuses on building an infrastructure in teacher education for educators to teach equitably across identity difference
Julianne A. Wenner, Ph.D. is an Assistant Professor at Boise State University. Her research interests include teacher leadership, elementary science education, and preparing elementary teacher to teach reform-oriented science
Abstract
This collaborative self-study of teacher educators’ feedback practices argues for an intentional process for teacher educators to develop an inquiry stance toward our own teaching. Data sources include formative observation forms, evaluations, observation notes, debriefings, surveys, researcher journals, and layered memos. Findings define influences and shared patterns of practice. Our professional learning from this self-study built our capacity as teacher educators by informing our development of an inquiry feedback cycle rooted in representations, approximations, and decomposition of practice (Grossman et al., 2009) to intentionally model and scaffold the development of an inquiry stance toward practice in our teacher candidates.
DOI
https://doi.org/10.5038/2379-9951.4.1.1095
Recommended Citation
Dismuke, Sherry; Enright, Esther A.; and Wenner, Julianne A.
(2019)
"Building Capacity in Teacher Preparation with Practitioner Inquiry: A Self-Study of Teacher Educators’ Clinical Feedback Practices,"
Journal of Practitioner Research: Vol. 4
:
Iss.
1
, Article 5.
https://doi.org/10.5038/2379-9951.4.1.1095
Available at: https://digitalcommons.usf.edu/jpr/vol4/iss1/5
