Publications, College of Education and Human Development
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This collection contains the published work of the College of Education and Human Development.
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Browsing Publications, College of Education and Human Development by Author "Kayler, Mary A."
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Item Self-study of the craft of faculty team teaching in a non-traditional teacher education program(2006) Samaras, Anastasia P.; Kayler, Mary A.; Rigsby, Leo C.; Weller, Karen L.; Wilcox, Dawn ReneeWe share our self-study research of faculty building a successful collaborative culture and team teaching experience in a unique Master’s program for PK-12 practicing teachers. As part of selfstudy and reflective practice, this particular faculty team shared its collaborative experiences with teachers. This transparency impacted teachers’ perceptions of faculty and their own teaming experiences. To frame our work, we use the notion of learning zones (Samaras, 2002, 2004), adapted from Vygotsky's (1978) conception of zone of proximal development. A multi-vocal perspective on the processes of faculty professional development and program development is presented.Item Spheres of Learing in Teacher Collaboration(Springer, 2006) Samaras, Anastasia P.; DeMulder, E.K.; Kayler, Mary A.; Newton, L.; Rigsby, L.C.; Weller, K.L.; Wilcox, D.R.In this chapter, we report on two studies in a Master’s program for practicing teachers that maintains collaborative culture making at its core, for students and faculty alike. We conducted two studies related to this collaborative culture making and concluded that collaboration is essential to programs of study for teachers and teacher educators. In the first study, we investigated the perspectives of our alumni on their collaborative experiences. Findings indicated links between alumni’s multi-layered collaborative experiences in the program and their subsequent pursuit of National Board certification. In the second study, we conducted a collective self-study of a faculty teaching team’s collaborative experiences and factors that they believe enhanced their continued professional development. Both studies are placed within a description of the Initiatives in Educational Transformation (IET) program, which aligns with sociocultural practices of learning with and through others. To frame our work, we draw from Vygotskian (1978) theory and Samaras’ (2004) notion of learning zones, adapted from Vygotsky’s conception of the zone of proximal development and the social construction of knowledge. The work of Lave and Wenger (1991) in situated learning also informs this work.