Authentic Conversation as Faculty Development: Establishing a self-study group in a faculty of education

Abstract

Nine teacher educators in their first three years as tenure-track professors in an education faculty established a self-study group in 2006–2007. These professors met once a month to link their teaching and service to scholarship through the self-study of teacher education practices. In addition, members met in pairs or small groups to develop collaborative self-studies based on their shared interests. This article by the group's coordinators focuses on how conversations within the self-study group contributed to the faculty members' development as teachers and scholars. Qualities of authentic conversation provide a framework for description, reflection and analysis of the group's interactions. Implications of forming a large self-study group within a teacher education program are identified.

Keywords:

• teacher education
• faculty development
• self-study of teacher education practices
• learning communities
• communities of practice
• collaboration

Acknowledgements

We gratefully acknowledge the contributions of all members of the self-study group at Brock University. We also acknowledge the financial support of a Scholarly Learning Community Grant from the Faculty of Education.