abstract: This action research study examined the influence of teacher educator collaboration using portfolios. The participants in this study were teacher educators in a university. The study was designed to combat the limited ways in which teacher educators receive feedback on their teaching. Teacher educator collaboration using portfolios enabled teacher educators to engage in professional learning around the teacher educator pedagogy of rehearsal, receive feedback in multiple ways over one semester, and utilize the feedback to make changes in their instruction. Because the process was cyclical, the measures enabled them to set goals, apply new learning, and engage in continual reflection and growth. A qualitative methods study was employed to investigate: (a) how teacher educators engaged in the collaborative portfolio process, (b) ways in which they found value in the process, and (c) ways in which they made changes to their teaching as a result of the feedback. Data were collected through pre-and post-intervention interviews, observations, and peer triad feedback forms. The study design aligned with two theoretical frameworks: situated learning theory and adult learning theory. Participants filmed themselves teaching twice, administered two teacher candidate feedback surveys, collaborated with their peers to examine their teaching together, and applied the feedback they received in order to strengthen their teaching. Throughout the study and at the conclusion, teacher educators used feedback from their students and peers to reflect on their own practices as teacher educators. The results of this study indicated that the participants found value in the pedagogy of rehearsal, watching their peers teach, and receiving feedback from both their peers and students. The data also showed that the teacher educators made changes to their instruction. Lastly, the participants valued the time to collaborate with peers. Future research should include making modifications to the current collaborative portfolio process to involve evidence of teacher candidate learning, allowing teacher educators to investigate how their practices influence teacher candidate learning. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2017
| Identifer | oai:union.ndltd.org:asu.edu/item:44263 |
| Date | January 2017 |
| Contributors | Beal, Sarah (Author), Rotherham-Fuller, Erin (Advisor), Carlson, David (Committee member), Rojas, Michelle (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 132 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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