This volume is designed to accomplish three primary purposes: illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and, illuminate representative questions and findings associated with each method described. The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, 'Perspective: Whom Should I Ask?' explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what we can learn and shapes both our questions and our potential findings. The second section 'Methodology: How Do I Look?' addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, 'Representation: How Do I Show What I Saw?' explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings. Qualitative research paradigms typically do not make claims based in the kinds of foundational criteria for generating knowledge that establish bases for generalizability. The book addresses this dilemma by providing findings, insights, and claims from qualitative research that appear to be useful in settings beyond those that generated the data, and thus inform our thinking about teaching and teacher education. In addition, its explorations of the affordances and constraints of qualitative research methods provide insightful and occasionally controversial contributions to our thinking about research on teaching and teacher education.
Author(s): Jere Brophy, Stefinee Pinnegar
Year: 2005
Language: English
Pages: 448
Learning From Research On Teaching: Perspective, Methodology, And Representation......Page 2
Contents......Page 6
List Of Contributors......Page 10
Introduction......Page 14
Part I: Introduction Perspective: Whom Should I Ask?......Page 20
Listening To Preservice Teachers Perceptions And Representations Of Teacher Education Programs......Page 22
Student-led Parent Conferences......Page 60
Letters From My Grand-students: Recommendations For Future Teachers......Page 94
Teachers Personal Models Of Instructional Design......Page 120
Part II: Introduction Methodology: How Should I Look?......Page 154
A Representative Journey Of Teachers Perceptions Of Self: A Readers Theater......Page 156
Building A Self-reflective Community: Teacher Development With Exemplar Teachers......Page 190
Pre-service Teachers Images Of Teaching......Page 226
The Positioning Of Preservice Teacher Candidates Entering Teacher Education......Page 254
Learning To Teach With Theatre Of The Oppressed......Page 272
Part III: Introduction Representation: How Do I Show What I Saw?......Page 300
Theatrical Representations Of Teaching As Performance......Page 302
Living In Tension: Negotiating A Curriculum Of Lives On The Professional Knowledge Landscape......Page 332
Video Ethnography And Teachers Cognitive Activities......Page 356
Looking At Ourselves: Professional Development As Self-study......Page 396
Discussion......Page 430
