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International Handbook of Self-Study of Teaching and Teacher Education Practices
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Artikel-Nr:
9789811368790
Veröffentl:
2020
Erscheinungsdatum:
15.07.2020
Seiten:
1556
Autor:
Julian Kitchen
Gewicht:
3402 g
Format:
236x193x89 mm
Sprache:
Englisch
Beschreibung:
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 designedt
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 designedt
This international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the self-study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the handbook will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers; theoretically and methodologically rich; highly practical to both novices and experienced practitioners; and offers a vision for self-study internationally over the next two decades.
Title is also available as part of a set: International Handbook of Self-Study of Teaching and Teacher Education Practices (978-981-13-6881-3)
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 TeacherEducation.- 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-Studyand 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.