Abstract

Most self-studies focus on an individual or several teacher educators. Although there have been self-studies undertaken by teacher education administrators, there is relatively little research available that focuses specifically on administrator’s program development work in teacher education. This self-study examines one teacher education administrator’s program development work over a period of 18 years and in two institutions. Data comes from entries from a professional journal/log kept during those years. A framework consisting of emergent categories and sub-categories was developed for analysis. Initial findings suggest there is a complexity of and multiple roles that are influenced by outside forces. In terms of the parameters of the study, the enormity and complexity of undertaking a long-term self-study surfaced in understanding the scope of the work, deciding on what framework to use for data analysis, allowing time and place for making personal connections and meaning, and sharing the work with others. Next steps for this study and future self-studies that cover many years of data and involve multiple roles are discussed.

Publisher

Taylor & Francis

Publication Date

1-1-2010

Publication Title

Studying Teacher Education

Department

Education

Document Type

Article

DOI

10.1080/17425964.2010.518671

Notes

Special issue: A Story is Not Just a Story: Many Ways to Go Beyond the Story in Self-study Research

Keywords

Self-study, Teacher education, Administrator, Research, Program development

Document Version

pre-print

Language

English

Format

text

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