Investigating Critical Friendship: Peeling Back the Layers

Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift

Abstract

This self-study documents two teacher educators’ professional
inquiry into the notions of critical friendship. Specifically, we asked:
How does our interactive inquiry on the topic of critical friendship
lead us to new understandings of critical friends? Three theoretical
perspectives framed this study – More Knowledgeable Others,
Thought Collective, and reflection. Data sources included (a) artifacts
from the self-study scholarship/literature, (b) written and real-time
(audio recorded) dialogue, and (c) critical friend response memos.We
systematically analyzed our data, linking the initial themes to our
theoretical frame. These themes led to three findings about critical
friendship: flexible definitions, complex characteristics, and multiple
learning phases. Based on these findings, we created two research
tools useful for researchers enacting critical friendship – the Critical
Friend Definition Continuum and the Critical Friend Guide for Quality
Assurance. Ultimately, we assert that we, along with our colleagues,
must be responsible brokers of critical friendship by explicitly
explaining our purposes, definitions and uses of critical friendship
within our work as self-study researchers.

Detaljer

Författare
  • Elizabeth Petroelje Stolle
  • Charlotte Frambaugh-Kritzer
  • Anne Freese
  • Anders Persson
Enheter & grupper
Externa organisationer
  • Grand Valley State University
  • University of Hawaii at Manoa
Forskningsområden

Ämnesklassifikation (UKÄ) – OBLIGATORISK

  • Utbildningsvetenskap

Nyckelord

  • critical friendship, reflection, collective thought, self-study methods, educational sciences, utbildningsvetenskap
Originalspråkengelska
Sidor (från-till)19-30
Antal sidor12
TidskriftStudying Teacher Education
StatusPublished - 2019 feb 16
PublikationskategoriForskning
Peer review utfördJa

Nedladdningar

Ingen tillgänglig data

Relaterad forskningsoutput

Petroelje Stolle, E., Frambaugh-Kritzer, C., Freese, A. & Anders Persson, 2018, Pushing boundaries and crossing borders: Self-study as a means for researching pedagogy. Garbett, D. & Ovens, A. (red.). Self-Study of Teacher Education Practices (S-STEP) - a special interest group of AERA, s. 147-154 8 s.

Forskningsoutput: Kapitel i bok/rapport/Conference proceedingKonferenspaper i proceeding

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