Teaching, Learning, and Enacting of Self-Study Methodology:Unraveling a Complex Interplay

Teaching, Learning, and Enacting of Self-Study Methodology:Unraveling a Complex Interplay（Self-Study of Teaching and Teacher Education Practices）

教学，学习和自学方法论的实施：揭开复杂的相互作用
高等教育学

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￥ 2300.00

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作者

Jason K. Ritter, Duquesne University, Pittsburg, PA, USA; Mieke Lunenberg, VU University Amsterdam, Amsterdam, The Netherlands; Kathleen Pithouse-Morgan, University of KwaZulu-Natal, Durban, South Afr

出版社

Springer Berlin Heidelberg

出版时间

2019年01月04日

装帧

平装

ＩＳＢＮ

9789811340666

复制

页码

328

语种

英文

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图书简介

This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants’ professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.

Learning about self-study of teacher education practices.- Teaching, learning and enacting of self-study research methodology: A readers’ guide.- Section 1 Teaching, Learning, and Enacting of Self-Study Methodology in the United States.- Self-study research as a source of professional development and learning within a school of education.- On the tension-fraught enterprise of teaching self-study to colleagues.- Identifying tensions and striving to improve international mathematics teacher educators’ practice through self-study.- ’Self-study’ is not ’Self’: Researching lived experience in teacher educator development.- Self-study to help teachers engage in diversity.- Using S-step to understand faculty roles in establishing teachers of color.- My journey as a teacher educator.- Begin with yourself: Using self-study methodology in the process of cultivating mindfulness.- Being othered and finding my voice: Using self-study to better understand my experiences as an early childhood teacher educator.- Insight gleaned from our participation in a faculty self-study learning group.- Section 2 Teaching, Learning, and Enacting of Self-Study Methodology in the Netherlands.- Teaching and learning self-study research: Tracing the map.- Saying ’Yes’ to the adventure: Navigating a collective journey of self-study research.- Stimulating students growth through written feedback: A self-study on supporting students’ research projects.- Experiences of a school based teacher educator: A vignette.- The research inside me: The quest for meaningful research in a shifting academic landscape.- Signposts, profits and pitfalls in teaching and learning self-study research: A conversation.- Section 3 Teaching, Learning, and Enacting of Self-Study Methodology in Flanders (Belgium).- Retelling and reliving the story: Teacher educators researching their own practice in Flanders (Belgium).- The role of the teacher educator during supervisory conferences.- Teaching as a general educationist in physical education.- Internship assignments as a bridge between theory and practice?,.- Section 4 Interlude.- Towards a better understanding of teacher educators’ professional development: Teacher educators’ researcherly disposition as a promising concept.- Section 5 Teaching, Learning, and Enacting of Self-Study Methodology in Polyvocal Professional Communities.- Self-study research in a polyvocal professional community design.- ’Standing a messy sandpit’: The learning side of self-study research.- Dwelling in the question: Professional empowerment through complex visual self-study.- Learning through enacting Arts-informed self-study research with critical friends.- ’Many stories matter’: Taking a polyvocal stance in learning about teaching of self-study.

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