Bøger i Self-Study of Teaching and Teacher Education Practices serien

Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study.

Self-study is inherently collaborative. Such collaboration provides transparency, validity, rigor and trustworthiness in conducting self-study. However, the ways in which these collaborations are enacted have not been sufficiently addressed in the self-study literature. This book addresses these gaps in the literature by placing critical friendship, collaborative self-study and community of practice at the forefront of the self-study of teaching. It highlights these forms of collaboration, how the collaboration was developed and enacted, the challenges and tensions that existed in the collaboration, and how practice and identity developed through the use of these forms of collaboration. The chapters serve as exemplars of enacting these forms of collaboration and provide researchers with an additional base of literature to draw upon in their scholarly writing, teaching of self-study, and their enactment of collaborative self-study spaces.

In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies.

Powerful Pedagogy: Self-Study of a Teacher Educator's Practice is the outcome of the author's systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author's pedagogy as a mathematics teacher educator.

In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. Accordingly, the book appeals to a wide audience of educators-including education academics, teachers, student teachers and researchers.

In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education.

In this book, internationally recognised scholars and practitioners synthesise current practice and research developments in the area of mathematics teacher education and mathematics education. Accordingly, the book appeals to a wide audience of educators-including education academics, teachers, student teachers and researchers.

Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies 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.

This book describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It presents research on 15 different teacher education programs and describes individual renewal efforts.

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.

This book describes the systematic efforts of committed and creative teacher educators to improve their teacher education programs. It presents research on 15 different teacher education programs and describes individual renewal efforts.

In this book, a teacher educator examines her practice as a way of learning about teaching as well as challenging teacher education.

This book captures the excitement and difficulties of self-study of teacher education practices and places it at the forefront of approaches to practitioner inquiry. It presents the issues and ideas underpinning a pedagogy of teacher education in practice.

Part of a vital Springer series on self-study practices in teaching and teacher education, this collection offers a range of contributions to the topic that embody the reflections of science teacher educators who have applied self-study methodology to their own professional development.

The purpose of this book is to highlight the work of teacher educators in the field of rural education. This book problematises notions of rural or rurality which is often considered via a deficit or a generalised model where a stereotype of one kind of rural is outlined.

Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project.

Powerful Pedagogy: Self-Study of a Teacher Educator's Practice is the outcome of the author's systematically questioning her assumptions about teaching and, in various ways, gives voice to the many individuals who have had an impact on the development of the author's pedagogy as a mathematics teacher educator.

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum;

It is the longevity of CITE that prompted the authors to turn their inquiries about teaching and learning to the challenges of sustaining their own project.

Rather than promote a single teacher education design, this book discusses new ways to think about the problem. Key to such thinking is considering teacher education not independent elements but as a combination of links. This book offers four key links: conceptual ties across the university curriculum;

This book examines the nuanced and situated experiences of self-study researchers. It explores the ways in which ethics are dynamic, idiosyncratic and require an ongoing ethical reflexivity. In addition, the book identifies, documents and collates the collective experiences of self-study researchers and sheds new light on the role and impact of ethics, ethical dilemmas and ensuing decisions for education researchers.The book considers the ethical dilemmas that self-study researchers in teacher education face, their careful ethical considerations while conducting research, and how they form their professional judgment and understanding of what it means to be an ethical self-study researcher. For self-study researchers, there are a number of ethical dilemmas and challenges that cannot be neatly captured by the frameworks and guidelines of an ethics board. For many, this requires researchers to be ever-present and re-engaged with the ethics of their own projects, from the development, through to the dissemination of their work.Readers will gain a deeper understanding of ethics, ethical perspectives and practices in the field of self-study research.

Our practice exists in the midst of experience, conflicting and often hostile boundaries, and between what we know from research and what we understand from practice. Self-study of practice invites researchers to embrace the hectic and fragmented territory of practice as the space for study.

Advancing Social Studies Education through Self-Study Methodology provides a collection of works that highlights ways in which self-study of teaching and teacher education practices can advance conversations and knowledge in social studies education.

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.

Aimed at the international community of teacher educators in schools and universities, it also includes a critical examination of methodological issues in analysing and evaluating reflective practice and showcases the kind of reflective practice that empowers teachers and pre-service teachers to make a difference to students.

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.