Implications for selves and students through introducing new pedagogical strategies into our teacher education practice

Abstract

Collaborative self-study involving three mid-career teacher educators at different universities who introduced three new teaching strategies into their courses. Strategies promoted students to actively work with one another to construct and share their understandings. Researchers investigated implications for self, practices, outcomes, and relationships with students. Data included researchers’ reflective journals, Zoom conferences, course materials, teaching notes, and students’ survey responses and feedback. Each instructor’s students were encouraged to critique and reflect on the strategies’ utilization. Four themes emerged: unsettling consequences of change, renewed energy and enthusiasm for teaching, new skills and perspectives, and perceptions of student engagement, learning, and relationships.