The reflective trio: A model for collaborative self-study in teacher education

This study examines how participation in a faculty reflection group over a two-year period affected members' views of their teaching and the learning of their students. Three questions provide the basis for data collection and analysis: 1) How does collegial support and coaching promote open discussion of our own teaching and learning? 2) What particular cognitive and emotional needs do we have as teacher educators? 3) And are we modeling the constructivist philosophy of our program for our students? Through a series of scheduled and unscheduled meetings and teaching observations, data sources include audiotape recordings, field notes, and personal-journal reflections. In their findings, the authors share what they learned, discuss personal goals that surfaced through their collaboration, and identify strategies to help them meet these goals. Characteristics of the reflective-trio model are explicated for possible use and adaptation by others and may be of particular interest to new faculty or beginning teachers at any level.