Breadth of research applications of self-study in teacher education
Inclusion of practical applications of self-study in teacher education
International contributors, including both outstanding scholars in the field and teachers
Provides content accessible to and of value to teachers, researchers and student teachers
Provides strategies and techniques to be adopted or adapted to improve teacher education
This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents´learning and teacher and teacher educators´understanding of practice.
Learning with Others: Sharing the Journey.- Two Steps Forward, One Step Back: School–University Partnerships.- Exploring Unanticipated Pathways: Teachers and Researchers Learning about Their Practices Through Classroom-based Research.- Working with Gandalf: Professional and Personal Learning in a Doctoral Student – Supervisor Relationship.- Sharing My Teaching Journal with My Students: Learning from Each Others' Reflections.- Educational Partnerships and the Challenge of Educational Reform.- Dilemmas and Challenges: Finding a Way Through.- Columbus and Crew: Making Analogical Reflection Public.- Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms.- Splashing in Puddles? What my Teaching and Research Tell Me About My Teaching and Research.- Learning about Learning and Teaching: "You don´t learn in there, you play”.- Challenges, Dilemmas, and Future Directions in Teaching about Teaching.- Processes of Self-study of Teacher Education Practice: Ways of Seeing Ourselves.- My Professional Self: Two books, a person and my bedside table.- Self-study, Teacher-Researcher, and Action Research: Three Sides of a Coin?.- Evaluating and Enhancing My Teaching: What Counts as Evidence?.- I Wrote a Novel About My Teaching Life – So What?.- Using Diagrams as Reflective Tools to Represent the Dynamics of Classroom Interactions.- The Fragile Strengths of Self-Study: Making Bold Claims and Clear Connections.
This book synthesises current practice and research developments from internationally recognised scholars and practitioners, to provide theoretical and practical knowledge which informs teacher education, development and professional learning. Sections in the book include: the role and significance of learning relationships; emerging dilemmas and challenges; and processes of self-study in teacher education. Throughout the book, self-study contributions highlight the complexity, challenges, struggles, solutions and successes in teacher education experience. They foreshadow exciting developments for further research. Accordingly, the book is likely to appeal to a wide audience of educators – including education academics, teachers, student teachers and researchers.
From the reviews:
"This edited book provides the reader with a wealth of expert writing from teachers, academics ... . The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. ... The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students´ learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research.” (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)
This book synthesises current practice and research developments from internationally recognised scholars and practitioners. In doing so, it provides theoretical and practical knowledge which informs teacher education, development and professional learning.
This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents'learning and teacher and teacher educators'understanding of practice.
Learning with Others: Sharing the Journey.- Two Steps Forward, One Step Back: School-University Partnerships.- Exploring Unanticipated Pathways: Teachers and Researchers Learning about Their Practices Through Classroom-based Research.- Working with Gandalf: Professional and Personal Learning in a Doctoral Student - Supervisor Relationship.- Sharing My Teaching Journal with My Students: Learning from Each Others' Reflections.- Educational Partnerships and the Challenge of Educational Reform.- Dilemmas and Challenges: Finding a Way Through.- Columbus and Crew: Making Analogical Reflection Public.- Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms.- Splashing in Puddles? What my Teaching and Research Tell Me About My Teaching and Research.- Learning about Learning and Teaching: "You don't learn in there, you play".- Challenges, Dilemmas, and Future Directions in Teaching about Teaching.- Processes of Self-study of Teacher Education Practice: Ways of Seeing Ourselves.- My Professional Self: Two books, a person and my bedside table.- Self-study, Teacher-Researcher, and Action Research: Three Sides of a Coin?.- Evaluating and Enhancing My Teaching: What Counts as Evidence?.- I Wrote a Novel About My Teaching Life - So What?.- Using Diagrams as Reflective Tools to Represent the Dynamics of Classroom Interactions.- The Fragile Strengths of Self-Study: Making Bold Claims and Clear Connections.
From the reviews:
"This edited book provides the reader with a wealth of expert writing from teachers, academics ... . The fascination of the collection is its illustration of the interweaving influences of experience, reflection and practitioner research on teacher learning. ... The book will thus appeal to teachers making sense of their own experiences and endeavours to enhance learning opportunities and improve students' learning outcomes. It will be of particular value to those with responsibility for CPD and those embarking on reflective practice or practitioner research." (Rachel Lofthouse, Learning and Teaching Update, Issue 15, June, 2008)
Inhaltsverzeichnis
Learning with Others: Sharing the Journey.- Two Steps Forward, One Step Back: School-University Partnerships.- Exploring Unanticipated Pathways: Teachers and Researchers Learning about Their Practices Through Classroom-based Research.- Working with Gandalf: Professional and Personal Learning in a Doctoral Student - Supervisor Relationship.- Sharing My Teaching Journal with My Students: Learning from Each Others' Reflections.- Educational Partnerships and the Challenge of Educational Reform.- Dilemmas and Challenges: Finding a Way Through.- Columbus and Crew: Making Analogical Reflection Public.- Different Traditions and Practices: Preparing Teachers for Inclusive Classrooms.- Splashing in Puddles? What my Teaching and Research Tell Me About My Teaching and Research.- Learning about Learning and Teaching: "You don't learn in there, you play".- Challenges, Dilemmas, and Future Directions in Teaching about Teaching.- Processes of Self-study of Teacher Education Practice: Ways of Seeing Ourselves.- My Professional Self: Two books, a person and my bedside table.- Self-study, Teacher-Researcher, and Action Research: Three Sides of a Coin?.- Evaluating and Enhancing My Teaching: What Counts as Evidence?.- I Wrote a Novel About My Teaching Life - So What?.- Using Diagrams as Reflective Tools to Represent the Dynamics of Classroom Interactions.- The Fragile Strengths of Self-Study: Making Bold Claims and Clear Connections.
Klappentext
This series in teacher education, Self-study of Teacher Education Practices (S-STEP), is designed to capture and portray a range of approaches to se- study of teaching and teacher education practices. In so doing, it is anti- pated that the work of teachers and teacher educators might come to be better understood and valued as the complexity of the work of teaching and teaching about teaching is articulated and described for others. The series was initiated in order to complement the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran et al., 2004) so that the diversity in approaches to self-study could be highlighted for all those involved in the teaching and researching of professional practice. Pinnegar (1998) described self-study as a methodology for studying the s- tings in which professional practice takes place and, as such, suggested that self-study should lead to improvements in teaching and teacher education by uncovering and articulating insights in the processes of teaching and learning. In this way, a clear intention of self-study is that it might ultimately enhance s- dents'learning and teacher and teacher educators'understanding of practice.
Breadth of research applications of self-study in teacher education
Inclusion of practical applications of self-study in teacher education
International contributors, including both outstanding scholars in the field and teachers
Provides content accessible to and of value to teachers, researchers and student teachers
Provides strategies and techniques to be adopted or adapted to improve teacher education
