Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Social and Philosophical Foundations of Education

PDF

Series

2016

Reflective practice

Articles 1 - 2 of 2

Full-Text Articles in Education

What We Talk About When We Talk About Love: A Duoethnographic Exploration Of The Dissertation Relationship, Robert J. Helfenbein, Susan R. Adams Jan 2016

What We Talk About When We Talk About Love: A Duoethnographic Exploration Of The Dissertation Relationship, Robert J. Helfenbein, Susan R. Adams

Scholarship and Professional Work – Education

In the aftermath and mop-up following a successful dissertation defense, an unintended and unexpected data source remained unexplored and unanalyzed: 32 audio-recorded discussions and work sessions documenting the processes, approaches, and decisions made by a dissertation director and his doctoral candidate. What might those conversations reveal about the dissertation relationship? Taking a page from Raymond Carver’s short story, “What We Talk about When We Talk about Love,” we wondered what we might have been talking about when we were talking about dissertation writing. Inspired and shaped by Norris, Sawyer, and Lund’s (2012. Duoethnography: Dialogic methods for social, health, and educational …


Reflective Journaling: Fostering Dispositional Development In Preservice Teachers, Jeffrey Labelle, Gabrielle Belknap Jan 2016

Reflective Journaling: Fostering Dispositional Development In Preservice Teachers, Jeffrey Labelle, Gabrielle Belknap

College of Education Faculty Research and Publications

This study investigated the self-identified dispositions of 183 preservice teachers enrolled in a required philosophy of education course. The researchers coded their reflective journaling for the two essential NCATE (National Council for Accreditation of Teacher Education) dispositions of fairness and the belief that all students can learn, as well as for other recurring, self-identified dispositions. These preservice teachers self-identified fairness much more frequently than the belief that all students can learn. The results point to additional recurring dispositional themes for consideration: critical thinking, caring, openness, moral education, and individual freedom. Further examination of the data revealed great variation in the …