International Handbook of Self-Study of Teaching and Teacher Education Practices

ISBN-13: 9789811368790 / Angielski / Twarda / 2020 / 1556 str.

Julian Kitchen; Amanda Berry; Hafdis Guojonsdottir

Spis treści

Section 1: Foundations of Self-Study.- Introduction: Standing at a threshold .- Tracing the history and development of self-study.- Theoretical Foundations of Self-Study Research.- Self-study: Stance and Positioning.- Who does self-study and why?.- Self-study and questions of knowledge.- Self-study and issues of educational policy.- Section 2: Self-Study Methods and Methodologies.- Introduction, overview, framing of the issues.- Self-study as hybrid methodology.- Self-study as hybrid methodology.- Where do I begin? Entry points of self-study.- Methods and tools of self-study.- Where do I end? Forms and representations of self-study.- Ethical considerations of self-study.- Challenges to and from Self-study Methodology.- Section 3:  Self-Study and Teaching and Teacher Education for Social Justice.- Self-Study and Teaching and Teacher Education for Social Justice.- Illuminating a Socially Just Teacher Education Stance through a Feminist Self-Study.- Queer Identity, Race, and Teacher Education.- Race, Disability,  and Teacher Education.- Self-Study Disrupts the Authority of a White Male Teacher Educator.-Self-Study Disrupts the Authority of a White Male Teacher Educator.- Inclusive Teacher Education Pedagogy.- Theater of the Oppressed for Social Justice Teacher Education.- SJ Teacher Ed in Diverse Settings.- Teacher Education for Social Action.- Using Self-Study to Strengthen SJ Teaching to Raise Awareness about Childhood Sexual Abuse.- Section 4: Self-Study Self Study Across Subject Disciplines.- Self-Study Across Teacher Education Subject Disciplines.-Mathematics Teacher Education.- Literacy/Language Arts Teacher Education: Making Meaning from Self-Studies of Teacher Education Practices.-  Literacy/Language Arts Teacher Education: Making Meaning from Self-Studies of Teacher Education Practices.- Science Teacher Education.- Self-Study in  Health and Physical Education.- Self-Study of Technology and On-line Learning in Teacher Education.- Self-Study and Teaching English to Students of Other Languages.- Section 5: Self-Study in Teaching, Teacher Education and Beyond.- Self-Study in Teaching, Teacher Education and Beyond.- Enacting a Pedagogy of Teacher Education through Self-Study.- The Pedagogy of Teacher Education in Exemplary Programs.- Self-Study in Elementary and Secondary Teaching .- Self-Study and Leadership in Higher Education.- Self-Study and Educational Leadership.- Self-Study in Practicum and Field Experience Settings.- The Portfolio and Self-Study.- Challenges in Engaging in Self-Study within Teacher Education Contexts.- Foundation Courses and Self-Study.- Foundation Courses and Self-Study.- Introduction.- Self-study in asia, with a focus on Korea.- Developing a self-study of teacher education research within the Latin American cultural and language context.- European Approaches to Practitioner Research using Self-Study.- Pursuing self-study in a different language from the one where I work, and the eventual interest that this generated.- Collective work with colleagues, that have adapted self-study to meet a particular culture.- The work within a particular political climate and using self-study to define identity within that climate.- A challenging and interesting culture at a university or in the academic world were the self-study researchers have been creative to do self-study and get others to come along.- Self-study in South Africa.- Self-study through different languages and cultures, collaborate between countries, explore cultural boundaries.

O autorze

Dr. Julian Kitchen is a professor in the faculty of education at Brock University. He is the lead editor of Mindful and Relational Approaches to Social Justice, Equity and Diversity in Teacher Education, Narrative Inquiries into Curriculum-making in Teacher Education, Self-Study and Diversity II, and Canadian Perspectives on the Self-Study of Teacher Education Practices. In addition, he is the author of Relational Teacher Education and lead author of Professionalism, Law and the Ontario Educator. Professor Kitchen is co-editor of Studying Teacher Education journal and editor for Springer’s Self-Study of Teaching and Teacher Education Practices series.

Professor Amanda Berry’s work focuses on the development of teachers’ knowledge and the ways in which that knowledge is shaped and articulated through teacher preparation, beginning teaching, and in-service learning. A key interest in Amanda’s research is the question of educator professionalism, its content, as well as its conceptualization. In line with the international movement of the Self-Study of Teacher Educator Practices (S-STEP), Amanda’s research concerns the ways in which teachers’ learning can be studied from an insider perspective, as a means of enabling and empowering teachers and developing collectively understood knowledge of practice. Amanda has published extensively in the above areas, including books, handbook chapters, international journals, and academic texts. She is current editor of the journal Studying Teacher Education, an international journal of self-study; former Chair of the American Education Special Interest Group in Self-Study of Teacher Education Practices; and Associate Editor of the journal, Research in Science Education.

Dr. Shawn Michael Bullock is a Reader in the History of Science, Technology and Education at the University of Cambridge, UK, and a Bye-Fellow at Emmanuel College, also at the University of Cambridge. He first became interested in self-study methodology in his doctoral work with Professor Tom Russell at Queen’s University, Canada, and has developed his understanding of self-study methodology through active participation in the community and via academic appointments at the University of Ontario Institute of Technology and Simon Fraser University, Canada, before taking up his current positions at Cambridge. Shawn is particularly interested in the ways in which self-study methodology sheds light on the relationship between disciplinary knowledge and knowledge of teaching, the ways in which knowledge is constructed via experiences of learning and teaching, and the role of personal history in developing a pedagogy of teacher education. Outside of self-study, he uses the lenses offered by the history and philosophy of science and technology to examine issues in education. Shawn’s diverse academic interests are partly reflected by his elected Fellowships to the Royal Astronomical Society, the Royal Geographical Society, and the Royal Society for the encouragement of Arts, Manufactures and Commerce.

Alicia R. Crowe is currently Associate Dean of Undergraduate Education and Student Services and Professor of Social Studies Education and Teacher Education at Kent State University. She has been at Kent State for 19 years. Her current areas of interest are on supporting student success through various initiatives including student success workshops, partnerships to support internships and practical experiences, and supports for students who are struggling to succeed in school. Alicia previously conducted research in teacher education, social studies education, teacher learning, and technology in teaching. She continues to be passionate about teaching and strengthening the study of one’s own practice through self-study. Alicia’s edited book, Advancing Social Studies Education through SelfStudy Methodology, was designed to introduce more social studies educators to self-study methodology and challenge them to use the methodology to better understand and enhance social studies teacher education.

Monica Taylor is a feminist teacher educator, social justice advocate, and parent activist. She has numerous publications on feminist pedagogy and self-study, teaching for social justice, use of Theatre of the Oppressed, teacher leadership, and urban teacher education. She is co-PI of the Wipro Science Education Fellows grant which supports science teacher leaders in five districts in New Jersey. Her most recent book, Playhouse: Optimistic stories of real hope for families with little children, describes a progressive parent cooperative school through the interwoven narratives of her own children and those of families for the last 60 years. Currently, Monica serves on the Board of Planned Parenthood of Metro NJ and has been volunteering with Team Brownsville in Texas to support and advocate for asylum seekers. Her commitments to fighting sexism, heteronormativity, and racism manifest in all aspects of her life.

Hafdís Guðjónsdóttir is a professor at University of Iceland, School of Education. She was a general classroom teacher in grade schools for 26 years, an experience that has affected her academic focus. From the perspective of constant changes, she researches critical theory and pedagogy with teachers, their students and families, and school personnel. Her research interests are in the area of inclusion and multicultural education, pedagogy and educational practices, teacher development and professionalism, and teacher education. Her research methodology is mainly qualitative, practitioner research, and self-study of teacher education practices. Hafdís has collaborated with colleagues from Europe, Australia, and North America on research and professional projects focusing on topics considering her interest area. She was one of the three editors of the book Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study published 2017 and also, along with Franc¸oise Bodone and Mary Dalmau, one of the authors of the chapter Revisioning and Recreating Practice: Collaboration in Self-Study published in the International handbook of self-study of teaching and teacher education practices in 2004. Since 2010, Hafdís has published 30 articles and 27 book chapters. From the beginning of 2019, Hafdís is the co-editor of Teaching and Teacher Education.

Lynn Thomas is a full professor and co-chair of the department of pedagogy at the Université de Sherbrooke in Sherbrooke, Quebec, where she teaches in the undergraduate and graduate programs in TESL. As well as being an active member of the Self-Study community, Lynn is a member of the Collectif CLÉ, an international research group that studies literacy across the curriculum, in one or more languages and at all stages of schooling. She is currently researching the literacy experiences of students in intensive language learning programs. She is also researching the practicum experience in teacher education and influences of program requirements on the development of reflective practice in student teachers. Lynn is currently president of the Canadian Society for Studies in Education.