Research Methods for the Self-Study of Practice

ISBN-13: 9781402095139 / Angielski / Twarda / 2009 / 250 str.

Deborah L. Tidwell; Melissa L. Heston; Linda M. Fitzgerald

Opis

This series was initiated as an extension of, and support for, the International Ha- book of Self-study of Teaching and Teacher Education Practices (Loughran, Ham- ton, LaBoskey, & Russell, 2004). As such, the books that comprise the series are designed to offer new and engaging ways of examining issues (both theoretical and practical), associated with self-study research. Throughthis text, the editorshave takena boldstand in holdingupto scrutinythe work of a number of scholars in ways that shed new light on the methods, practices and outcomes of their self-study endeavours. They have assembled an outstanding array of authors that demonstrates well the way in which the self-study com- nity functions as a collaborative and supportive enterprise in the work of teacher education. Deborah Tidwell, Melissa Heston and Linda Fitzgerald are an experienced and talented team of editors who have accepted responsibility for a numberof the recent Castle proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston, Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, & Heston, 2004, the bi-ennial conference of AERA's S-STEP SIG). Through that work they have been fortunate to be fully immersed in the most up to date and in uential research conducted by members of the self-study community. As a consequence of that involvement and leadership they have been exceptionally well placed to be familiar with, and therefore attract, authorsthat have a great deal to offer by sharing their work through this exceptional text.

Spis treści

Series editor's foreword. Introduction; Deborah L. Tidwell, Melissa L. Heston, Linda M. Fitzgerald. Section 1: Self-Study through the Use of Text. 1. Co/autoethnography: Exploring Our Teaching Selves Collaboratively; Lesley Coia, Monica Taylor. 2. Teaching and Learning through Narrative Inquiry; Rosa T. Chiu-Ching, Esther Yim-mei Chan. 3. Passages: Improving Teaching Education through Narrative Self-Study; Julian Kitchen. Section 2: Self-Study through Discourse and Dialogue. 4. Taling Teaching and Learning: Using Dialogue in Self-Study; Katheryn East,,Linda M. Fitzgerald,,Melissa L. Heston. 5. 'Name It and Claim It': The Methodology of Self-Study as Social Justice Teacher Education; Vicki Kubler LaBoskey. 6. Many Mile and Many Emails: Using Electronic Technologies in Self-Study to Think about, Refine and Reframe Practice; Amanda Berry, Alicia R. Crowe. Section 3: Self-Study through Visual Representation. 7. Faces and Spaces and Doing Research; Morwenna Griffiths, Heather Malcolm, Zoè Williamson. 8. Facing the Public: Using Photography for Self-Study and Social Action; Claudia Mitchell, Sandra Weber, Kathleen Pithouse. 9. Making Meaning of Practice through Visual Metaphor; Deborah L. Tidwell, Mary P. Manke. 10. Creating Representations: Using Collage in Self-Study; Mary Lynn Hamilton, Stefinee Pinnegar. Section 4: Self-Study on the Impact of Practice on Students. 11. How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice; Jack Whitehead. 12. Assumption Interrogation: An Insight into a Self-Study Researcher’s PedagogicalFrame; Robyn Brandenburg. 13. Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels; Clare Kosnik, Clive Beck.

Blurb

This volume presents 13 studies that provide concrete and authentic illustrations of self-study as it naturally unfolds across different educational settings. Each chapter provides in-depth descriptions of the context, method choices and processes used for self-study research, highlighting how researchers gather, analyze and make sense of data. All of these studies offer rich examples of the recursive processes so important in self-study research. The first section highlights the use of text as data to examine the meaning and value of teacher education practices. The second features self-studies using discourse and dialogue as data and often as actual analysis tools for examining practice. The third presents studies in which different forms of visual representations are used as data that illuminate the ideas, assumptions and experiences underlying practice. The final section presents self-studies focused on the impact of practice on teacher education programs, students, and faculty-student interactions.