Research methods for the self-study of practice
Author(s)
Bibliographic Information
Research methods for the self-study of practice
（Self study of teaching and teacher education practices / John Loughran, series editor, v. 9）
Springer, c2009
- : hbk
Available at 2 libraries
Note
Includes bibliographical references and indexes
Description and Table of Contents
Description
This series was initiated as an extension of, and support for, the International Ha- book of Self-study of Teaching and Teacher Education Practices (Loughran,Ham- ton, LaBoskey, & Russell, 2004). As such, the books that comprise the series are designed to offer new and engaging ways of examining issues (both theoretical and practical), associated with self-study research. Throughthis text,the editorshave takena boldstand in holdingupto scrutinythe work of a number of scholars in ways that shed new light on the methods, practices and outcomes of their self-study endeavours. They have assembled an outstanding array of authors that demonstrates well the way in which the self-study com- nity functions as a collaborative and supportive enterprise in the work of teacher education. Deborah Tidwell, Melissa Heston and Linda Fitzgerald are an experienced and talented team of editors who have accepted responsibility for a numberof the recent Castle proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston, Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, & Heston, 2004, the bi-ennial conference of AERA's S-STEP SIG).
Through that work they have been fortunate to be fully immersed in the most up to date and in uential research conducted by members of the self-study community. As a consequence of that involvement and leadership they have been exceptionally well placed to be familiar with, and therefore attract, authorsthat have a great deal to offer by sharing their work through this exceptional text.
Table of Contents
- Series editor's foreword. Introduction
- Deborah L. Tidwell, Melissa L. Heston, Linda M. Fitzgerald. Section 1: Self-Study through the Use of Text. 1. Co/autoethnography: Exploring Our Teaching Selves Collaboratively
- Lesley Coia, Monica Taylor. 2. Teaching and Learning through Narrative Inquiry
- Rosa T. Chiu-Ching, Esther Yim-mei Chan. 3. Passages: Improving Teaching Education through Narrative Self-Study
- Julian Kitchen. Section 2: Self-Study through Discourse and Dialogue. 4. Taling Teaching and Learning: Using Dialogue in Self-Study
- Katheryn East,,Linda M. Fitzgerald,,Melissa L. Heston. 5. 'Name It and Claim It': The Methodology of Self-Study as Social Justice Teacher Education
- Vicki Kubler LaBoskey. 6. Many Mile and Many Emails: Using Electronic Technologies in Self-Study to Think about, Refine and Reframe Practice
- Amanda Berry, Alicia R. Crowe. Section 3: Self-Study through Visual Representation. 7. Faces and Spaces and Doing Research
- Morwenna Griffiths, Heather Malcolm, Zoe Williamson. 8. Facing the Public: Using Photography for Self-Study and Social Action
- Claudia Mitchell, Sandra Weber, Kathleen Pithouse. 9. Making Meaning of Practice through Visual Metaphor
- Deborah L. Tidwell, Mary P. Manke. 10. Creating Representations: Using Collage in Self-Study
- Mary Lynn Hamilton, Stefinee Pinnegar. Section 4: Self-Study on the Impact of Practice on Students. 11. How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice
- Jack Whitehead. 12. Assumption Interrogation: An Insight into a Self-Study Researcher's PedagogicalFrame
- Robyn Brandenburg. 13. Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels
- Clare Kosnik, Clive Beck.
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