Self-study of the craft of faculty team teaching in a non-traditional teacher education program

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dc.contributor.authorSamaras, Anastasia P.
dc.contributor.authorKayler, Mary A.
dc.contributor.authorRigsby, Leo C.
dc.contributor.authorWeller, Karen L.
dc.contributor.authorWilcox, Dawn Renee
dc.date.accessioned2007-11-27T15:35:20Z
dc.date.available2007-11-27T15:35:20Z
dc.date.issued2006
dc.description.abstractWe 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.
dc.identifier.citationSamaras, A. P., Kayler, M.A., Rigsby, L.C., Weller, K. L., & Wilcox, D. R. (2006). Self-study of the craft of faculty team teaching in a non-traditional teacher education program. Studying Teacher Education, 2(1), 43 – 57.
dc.identifier.urihttps://hdl.handle.net/1920/2893
dc.language.isoen
dc.subjectSelf-study
dc.subjectCollaboration
dc.subjectProfessional development
dc.subjectEducation
dc.titleSelf-study of the craft of faculty team teaching in a non-traditional teacher education program
dc.typeArticle

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