The Shark in the Vitrine: Experiencing our Practice From the Inside Out With Transdisciplinary Lenses. (October 2014)

• Record Type: Journal Article
• Authors: Samaras, Anastasia P.; Karczmarczyk, Diana; Smith, Lesley; Woodville, Louisa; Harmon, Laurie; Nasser, Ilham; Parsons, Seth A.; Smith, Toni M.; Borne, Kirk; Constantine, Lynne Scott; Mendoza, Esperanza Roman; Suh, Jennifer; Swanson, Ryan
• Is Part Of: Journal of transformative education. Volume 12:Number 4(2014:Oct.)
• Page Start: 368
• Page End: 388
• Publication Date: 2014-10
• Subjects: transformative learning -- personal transformation -- transformative pedagogy; Transformative learning -- Periodicals; Adult learning -- Periodicals; Adult education -- Periodicals; Adult education -- Philosophy -- Periodicals; Critical pedagogy -- Periodicals; Self-actualization (Psychology) -- Periodicals; Continuing education -- Periodicals; 374.001
• DOI: 10.1177/1541344614551637
• Languages: English
• ISSNs: 1541-3446

Abstract

The Scholars of Studying Teaching Collaborative engaged a dozen faculty members from 12 specializations and 4 colleges at a large public university in a 2-year teaching and research project with the goal of learning about and enacting a self-study of professional practice. Participants were selected from various disciplines to provoke alternative perspectives in whole group and critical friend teams. While we each conducted a self-study, we also designed and enacted a meta-study to assess our professional development within the context of the collaborative. We analyze the potential of engaging in collective self-study and report how the methodological challenges initiated transformational learning that bridged theory and praxis. Learning the self-study methodology was complex, but such concentration multiplied the impact of both personal and professional transformation. The study benefits faculty from a broad range of disciplines, at diverse stages in their academic careers, and working at every level of the academic hierarchy.