Justifying grades is part of being a professor in today’s classrooms. Sometimes, negotiation between student and teacher about the grade overrides the learning process. If a grade does not meet the student’s expectation, instructors observe students’ increase in anxiety and decrease in motivation and interest in learning (Kohn, 1994). There are additional concerns about student engagement when students are not invested in a course(e.g.,non-majors; Barry, 2023).

Alternate grading systems, like contract grading, assist instructors with engagement. It is associated with critical pedagogy because it distributes the power equally between the instructor and student with the use of a “contract”. The student decides on a set of criteria that demonstrates their mastery. By alleviating the need to meet instructor expectations, students are free to ask questions and deeply explore the content.

My research aims were:

-How does one become an effective instructor in the challenging context of a class that enrolls non-education majors?

-How does my vision of the purpose of grading support my goal of student engagement and affect my interactions with the class?

S-STEP (Bullough & Pinnegar, 2001) was selected as the qualitative research approach because existing data was used to study my practices and professional experiences. For this study, four data sources were utilized: (a) autobiographic accounts, (b) field notes (c) students’ reflections on the course d) students’ assignments.

Two themes emerged around engagement: instructor-content engagement and student-instructor engagement. The instructor was able to teach the content at a deeper level by developing more engaging lectures and developing higher-level thinking questions. Second, the instructor was able to interact with students on an equitable level and respond to their needs. Alternative grading systems, as an equitable teaching practice, may assist the instructor in course development and improved student-instructor interactions thus increasing overall engagement.

Research on teacher education highlights the mismatch between the practicum of pre-service teachers (PSTs) and coursework (Brown, Barry, Ku, & Puckett, 2020; Barnes, & Smagorinsky, 2016; Zeichner, 2010, 2018). This study explores ways in which field-embedded collaborative literacy practices through the formation of Professional Learning Networks (PLNs) impact PSTs’ beliefs and enactment of literacy instruction, with a particular focus on multilingual learners (MLLs).

PLNs serve as the conceptual framework combined with self-study methods in teacher education practices (S-STEP). PLNs propose a theory of learning that situate the acquisition of knowledge and skills in communities. As groups engage in collaborative activities, members both grow and learn specific norms and expectations (Lomos et al. 2011; Vescio et al. 2008). As a framework focused on the multiple communities, this theory of learning is highly relevant to teacher preparation programs. Furthermore, as teacher education researchers, self-study of our practices provides an opportunity to analyze and reflect on educator’s ways of knowing and knowledge of practice, while considering practices that support literacy learning (Berry, 2015).

Open coding of various data sources was conducted, including course assignments, syllabi, student feedback, and reflective memos.

Findings, include, but are not limited to:

• PSTs describing how participating in PLNs fostered experimentation with instructional practices

• PSTs taking on the role of critical friend in the PLNs without prompting

• PSTs engaging with multiple aspects of content area literacies to support all students, particularly MLLs.

Based on findings, this work has the potential to address the mismatches perceived within PSTs' shift from full-time coursework to full-time field placements and to build PSTs' use of collaborative literacy practices as modes of learning and learning to teach all students. Given its focus, this study connects with the overall conference theme and the strands, Characteristics of Quality Teaching and Research on Equitable Teaching Practices.

In this Self-Study of Teacher Education Practices session, I will share my self-study of my return to the elementary science classroom after a hiatus of 12 years, during which time I became a tenured teacher educator. My research aim is to investigate the current context of the K-12 classroom in order to inform and update my practice as a teacher educator.

This work builds on a pilot (Angelone, 2024) and similar self-study research (McDonough, 2017; Peercy, 2014; Scherff & Kaplan, 2006). I align this work with research from a sociocultural and critical perspective that recognizes that learning is social and situated (Lave & Wenger, 1991; Vygotsky, 1978) and that schools are cultural sites of power (Foucault, 1977; Freire, 2000). I will also draw on Berry’s (2008) concept of tensions to provide a “language for describing practice, and in so doing, may be considered a way forward in developing a pedagogy of teacher education that can be shared” (p. 166).

This is a qualitative self-study of my return to the elementary science classroom for one semester. As I prepared, taught, and navigated elementary school once again, I wrote (and am in the process of writing) daily reflections and engaged another teacher educator as a critical friend (LaBoskey, 2004). Once the semester is complete, I will conduct a thematic analysis in order to contribute to the S-STEP literature in a way that acts as “a stimulus for others to better interpret their own experiences, so extending the personal benefits of self-study to new knowledge for others” (Loughran & Northfield, 1996, p. ix).

This work is related to the conference theme and strand in that quality teaching must reflect the current context. As classroom demographics change, teacher candidates must be prepared to contribute to a more equitable world within their classrooms.

The research aim of this study was to explore characteristics of quality teaching and curriculum design for equitable teaching related to small-group reading instruction. Through a partnership between a campus principal, an instructional specialist, a university associate professor, and reading language arts teachers at an elementary school in the Southwest United States, we sought to increase and assess collective teacher efficacy in small-group reading interventions. We designed an instructional framework focusing on standards-aligned exemplars to improve reading achievement of students in grades 3 through 5. The lessons focused on teacher clarity, exemplars, the gradual release of responsibility, a variety of modes of student responses, and alignment to standards. Further, we aimed to increase equity for economically disadvantaged students by providing authentic reading and writing experiences. We sought to move beyond traditional test preparation, typically unengaging and usually more prevalent in low socio-economic schools, towards the high-quality best practices that all students deserve. The study followed the theoretical framework of andragogy as we aimed to increase collective teacher efficacy through shared practices via professional development, professional learning communities, collaborative lesson planning, and coaching cycles. We utilized the methodological approach of grounded theory using the constant comparative method to analyze teachers’ perceptions on the instructional framework through focus groups. Findings revealed that during the two years of implementing the instructional framework, students’ reading achievement on the state assessments increased compared to the three years before implementation; additionally, teachers’ responses were positive towards the instructional framework. Implications for developing the practice of stakeholders and future research are further discussed based on this self-study of teacher education practices. This study addresses the conference theme of teaching quality as we aimed to improve teachers' practices in equitable reading interventions, with a focus on the specific strand of characteristics of quality teaching.

Knowing the critical importance of social emotional learning (SEL) as a path to equity and justice in our teacher education programs, this group of junior faculty considered how to better teach preservice teachers about equitable teaching practices through SEL. Building on previous self-study by the authors, the focus of this study was continued exploration in how to impact preservice teacher’s SEL understanding, exploring their own social emotional competencies. The five commonalities of self-study research found across the work of Barnes, LaBoskey, and Samaras (Mena & Russell, 2017) were used.

The authors journaled and reflected on class sessions, critically questioning preparation, pedagogical delivery, and student response to teaching through a SEL lens. They examine how the deliberate use of questioning enhances instructional practices and promotes reflective teaching among novices. Collaborative reflective inquiry was a critical piece to the study. While analysis continues, preliminary findings show we are not intentionally pointing out how our actions impact students or providing feedback to enable them to reflect deeper about social awareness and relationship skills. Most critical, this study has opened discussions around what social and emotional competencies need to be deliberately taught in our teacher preparatory programs, tying to characteristics of quality teaching and curriculum design for equitable teaching. We hope to contribute to the ongoing dialogue about SEL teaching practices by employing self-study methods to present perspectives from educators immersed in the current teacher education landscape.

Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 International Conference on Self-study of Teacher Education Practices. Studying Teacher Education, 13(1), 105-122. https://doi.org/10.1080/17425964.2017.1287694

The aim of this collaborative self-study was to investigate how I enacted inclusive literacies as an associate professor for elementary language arts and literacies in a Bachelor of Education program at a rural Canadian university. This study was informed by critical pedagogies (e.g., Apple, 2013; Freire, 1986; Giroux, 2011) and critical literacies (Comber, 2015a; 2015b). Critical pedagogy is defined as “that which attends to practices of teaching/learning intended to interrupt particular historical, situated systems of oppression” (Lather, 1992, p. 121). Paulo Freire’s (1986) critical pedagogy emphasizes the importance of empowering students and liberating them through educational practices. Freire (1986) provides significant techniques of teaching that aim to enhance students’ critical thinking and agency as active learners and citizens. Committed to enacting socially just and equitable literacies with preservice teachers, a critical lens enabled me to examine, disrupt, and transform my practices to become more inclusive. My course design was inspired by Freire’s work, along with others (e.g., Apple, 2013; Giroux, 2011), who advocate for promoting a critical consciousness of students while developing an understanding of historical-socio political incidents that surround learners. A central focus of my research was exploring relations among literacies, places, and identities. Drawing on data from course outlines, instructional artifacts, my reflective journal, and other course materials (powerpoints, handouts, photos, readings), I will show how S-STEP enabled me to enact more inclusive socially just literacies through critical reflective practice, leveraging digital technologies, and designing equitable literacy events. My work contributes to the overall theme of the conference by making connections between S-STEP and socially just classrooms.

Research Aim

Three faculty at a rural, midwestern university participated in an interdisciplinary Faculty Learning Community (FLC) to pilot HyFlex course design and delivery. The HyFlex model allowed students to choose learning modes (in-person, synchronous online, and asynchronous online). Throughout the two-year (2022-2024) pilot, three FLC members conducted a self-study to explore how designing and teaching HyFlex courses influenced their practices.

Theoretical Framework

We utilized narrative, transactional, and adult learning theories to frame and critically examine how we individually and collectively experienced the (new to us) world of teacher preparation through HyFlex (Connelly & Clandinin, 1990; Dewey & Bentley, 1949; Rosenblatt, 1978). Epistemologically, transactional theory recognizes dynamic, ecological relationships between knowers and their environments (Dewey & Bentley, 1949). We sought to improve teaching practices, student learning, and contribute to the larger academic landscape.

Methods

We chose self-study of teaching practices methodology to critically examine our teaching and develop more consciously driven modes of pedagogic/andragogic activity in light of FLC experiences. Data included transcripts of meetings and critical friends discourse, instructor and student-produced artifacts, student and faculty survey responses, and anonymous course evaluations. Bi-weekly collaborative discussions with internal and external critical friends (Schuck & Russell, 2005; Frambaugh-Kritzer & Stolle, 2023) provided cross-disciplinary perspectives to examine and reframe teaching practice (Freidus, et al., 2005).

Results

As a result of this research, we identified opportunities to transform our online teaching practices by (1) explicitly calling attention to how HyFlex pedagogies influenced the future iterations of the courses we taught in terms of design and practice; (2) attending to individuality in the online learning environment, as communicated by choice and multiple options for interacting with one another and the content; and (3) purposefully creating safe, equitable, and inclusive online learning environment for teachers, teacher candidates, and ourselves as teacher educators.