Teacher educators live hectic lives at institutional and discipline boundaries. Our greatest potential for influence is through developing relationships with others in our practice. Our work is fundamentally relational and emotional. We are obligated to the teachers we teach and the public students they teach. 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.
This book educates those who would like to explore practice in the methodology of self-study. It provides both a pragmatic and theoretic guide. It grounds the research in ontology and establishes dialogue as the inquiry process. It supports researchers through the use of frameworks to guide research and explication of strategies for conducting it.
Author(s): Mary Lynn Hamilton, Stefinee Pinnegar (auth.)
Series: Self Study of Teaching and Teacher Education Practices 8
Edition: 1
Publisher: Springer Netherlands
Year: 2009
Language: English
Pages: 250
Tags: Teaching and Teacher Education
Front Matter....Pages i-xii
Arriving at Self-Study....Pages 1-9
The Self, the Other, and Practice in Self-Study of Teaching and Teacher Education Practices Research....Pages 11-37
Pause....Pages 38-46
Questions of Practice....Pages 47-65
Pause....Pages 66-77
Context and Dialogue in the Self-Study of Teaching and Teacher Education Practices....Pages 79-97
Pause....Pages 98-102
Data Collection Methods in S-STTEP Research....Pages 103-138
Pause....Pages 139-145
Data Analysis and Interpretation in S-STTEP Research....Pages 147-157
Developing Value for S-STTEP Research by Establishing Trustworthiness and Being Trustworthy....Pages 159-167
Pause....Pages 168-174
Pragmatic and Theoretic Conclusions for Conducting S-STTEP Research....Pages 175-182
Pause....Pages 183-186
Back Matter....Pages 187-247
