International Handbook of Self-Study of Teaching and Teacher Education Practices PDF
Preview International Handbook of Self-Study of Teaching and Teacher Education Practices
INTERNATIONAL HANDBOOK OF SELF-STUDY OF TEACHING AND TEACHER EDUCATION PRACTICES Springer International Handbooks of Education VOLUME12 A list of titles in this series can be found at the end of this volume. International Handbook of Self-Study of Teaching and Teacher Education Practices Part One Editors: J. John Loughran MonashUniversity,Clayton,Victoria,Australia Mary Lynn Hamilton UniversityofKansas,Lawrence,USA Vicki Kubler LaBoskey MillsCollege,Oakland,California,USA Tom Russell Queen’sUniversity,Kingston,Ontario,Canada AC.I.P.CataloguerecordforthisbookisavailablefromtheLibraryofCongress. (cid:73)(cid:83)(cid:66)(cid:78)(cid:45)(cid:49)(cid:48)(cid:32)(cid:49)(cid:45)(cid:52)(cid:48)(cid:50)(cid:48)(cid:45)(cid:49)(cid:56)(cid:49)(cid:50)(cid:45)(cid:54)(cid:32)(cid:40)(cid:72)(cid:66)(cid:41) (cid:73)(cid:83)(cid:66)(cid:78)(cid:45)(cid:49)(cid:51)(cid:32)(cid:57)(cid:55)(cid:56)(cid:45)(cid:49)(cid:45)(cid:52)(cid:48)(cid:50)(cid:48)(cid:45)(cid:49)(cid:56)(cid:49)(cid:50)(cid:45)(cid:49)(cid:40)(cid:72)(cid:66)(cid:41) PublishedbySpringer, P.O.Box17,3300AADordrecht,TheNetherlands. www.springer.com Printedonacid-freepaper First print 2004. Reprinted 2007 AllRightsReserved ©2004Springer Nopartofthisworkmaybereproduced,storedinaretrievalsystem,ortransmitted inanyformorbyanymeans,electronic,mechanical,photocopying,microfilming,recording orotherwise,withoutwrittenpermissionfromthePublisher,withtheexception ofanymaterialsuppliedspecificallyforthepurposeofbeingentered andexecutedonacomputersystem,forexclusiveusebythepurchaserofthework. TABLE OF CONTENTS Preface ix PART ONE SECTION 1 UNDERSTANDING THE NATURE AND DEVELOPMENT OF SELF-STUDY Section Editor – J. John Loughran 1 Foreword to Section 1 3 1 A history and context of self-study of teaching and teacher education practices J. John Loughran 7 2 The nature of teaching and learning in self-study Anthony Clarke & Gaalen Erickson 41 3 Self-study as teaching Deborah Tidwell & Linda Fitzgerald 69 4 Finding a way through the swamp: A case for self-study as research Vince Ham & Ruth Kane 103 5 Learning through self-study: The influence of purpose, participants and context J. John Loughran 151 6 Fundamental features and approaches of the s-step enterprise Frederick F. Lighthall 193 7 Voice in self-study Rosebud Elijah 247 8 Self-study in professional practice Susan Wilcox, Jinx Watson, & Margo Paterson 273 9 Thinking about the thinking about self-study: An analysis of eight chapters Robert V. Bullough Jr. & Stefinee E. Pinnegar 313 Appendix to Section 1 Personal history-based beliefs as relevant prior knowledge in course work Dianne Holt-Reynolds (AERJ 29(2), 325–349, reprinted with permission from the publisher) 343 vi TableofContents SECTION 2 DEVELOPING A PROFESSIONAL KNOWLEDGE BASE FOR TEACHING Section Editor – Mary Lynn Hamilton 369 Foreword to Section 2 371 10 Professional knowledge, and self-study teacher education Mary Lynn Hamilton 375 11 Links between self-study and teacher education reform Fred Korthagen & Mieke Lunenberg 421 12 Research, practice, and academia in North America Ardra L. Cole & J. Gary Knowles 451 13 Humanistic research in self-study: A history of transformation Jerome S. Allender 483 14 The significance of race and social class for self-study and the professional knowledge base of teacher education Enora Brown 517 15 Knowledge, Narrative and Self-Study D. Jean Clandinin & Michael Connelly 575 16 Practitioner Inquiry, knowledge, and university culture Marilyn Cochran-Smith & Susan L. Lytle 601 17 Knowledge, social justice, and self-study Morwenna GriYths, Lis Bass, Marilyn Johnston, & Victoria Perselli 651 18 Examples of practice: Professional knowledge and self-study in multicultural teacher education Ann K. Schulte 709 19 Revisioning and recreating practice: Collaboration in self-study Franc¸oise Bodone, Hafd´ıs Guðjo´nsdo´ttir, & Mary C. Dalmau 743 20 The dialectics of passion and theory: Exploring the relation between self-study and emotion Geert Kelchtermans & Mary Lynn Hamilton 785 TableofContents vii PART TWO SECTION 3 REPRESENTING SELF-STUDY IN RESEARCH AND PRACTICE Section Editor – Vicki Kubler LaBoskey 811 Foreword to Section 3 813 21 The methodology of self-study and its theoretical underpinnings Vicki Kubler LaBoskey 817 22 What counts as evidence in self-studies of teacher education practices? Jack Whitehead 871 23 Self-study through personal history Anastasia P. Samaras, Mark A. Hicks, & Jennifer Garvey Berger 905 24 Self-study through action research Allan Feldman, Patricia Paugh, & GeoV Mills 943 25 Visual artistic modes of representation for self-study Sandra Weber & Claudia Mitchell 979 26 Using information and communication technologies for the self- study of teaching Garry F. Hoban 1039 27 The reflective portfolio in self-study: Inquiring into and representing a knowledge of practice Nona Lyons & Helen Freidus 1073 28 The epistemological dimensions and dynamics of professional dialogue in self-study Karen Guilfoyle, Mary Lynn Hamilton, Stefinee Pinnegar, & Peggy Placier 1109 29 Afterword Moving the methods of self-study research and practice forward: Challenges and opportunities Vicki Kubler LaBoskey 1169 viii TableofContents SECTION 4 SELF-STUDY IN TEACHING AND TEACHER EDUCATION Section Editor – Tom Russell 1185 Foreword to Section 4 1187 30 Tracking the development of self-study in teacher education research and practice Tom Russell 1191 31 Factors important for the scholarship of self-study of teaching and teacher education practices Deborah Trumbull 1211 32 Self-study in school teaching: Teachers’ perspectives Terri Austin & Joseph C. Senese 1231 33 The preservice practicum: Learning through self-study in a professional setting Clive Beck, Anne Freese, & Clare Kosnick 1259 34 Self-study in teaching about teaching Amanda Berry 1295 35 Self-study research in the context of teacher education programs Renee Tipton Clift 1333 36 Administrators also do self-study: Issues of power and community, social justice and teacher education reform Mary Phillips Manke 1367 37 Identifying ethical issues in self-study proposals Ian Mitchell 1393 38 Interpreting the what, why and how of self-study in teaching and teacher education John Baird 1443 Editor Biographies 1483 Author Biographies 1485 Subject Index 1499 PREFACE For aconsiderable period of time there have been calls for teacher educators to teach in ways commensurate with the learning expectations they have for their student-teachers. Such calls have encouraged many teachers of teaching to carefully examine their own practice in order to develop deeper understandings of practice as well as to enhance the learning of their students. Such research has been termed self-study. Many involved in self-study have found it to be an empoweringwayofexaminingandlearningaboutpracticewhilesimultaneously developingnewopportunitiesforexploringscholarshipin,andthrough,teaching. Hence, although the term rose to prominence through the work of teacher educators,othersinvolvedinteaching,andforthatmatter,professionalpractice more generally have also been attracted by the possibilities inherent in such work. However, although self-study may well be appealing, it does not diminish the need to constantly examine what is being done, how and why, in order to further our understanding of the field and to foster development in critical and useful ways so that the learning through self-study might be accessible and informative to others. As a recognisable body of work self-study began to emerge early in the last decade of the twentieth century. At that time, self-study of teaching and teacher education practices expanded and developed as substantial interest in the field was generated. Not surprisingly then, the self-study community was concerned to consolidate the range of work available within the research literature so that the learning from and through self-study might be more easily available to the increasing number of educators seeking to develop their own scholarship in the field. As a direct result of this concern, initiatives were enacted that led to the development of this International Handbook of Teaching and Teacher Education Practices This Handbook offers an extensive international review of research and prac- ticeofself-studyaschapterauthorshavequestioned:criticalissuesforself-study; theresearchandpracticeofself-study;thatwhichcomprisesrelevantandrelated literature;and,exemplarsofself-studythathighlighttheimportanceandimpact of such work to the field itself. As self-study brings together the worlds of research and practice this Handbook offers practical and theoretical arguments in a symbiotic manner as each are highlighted and explicated in an examination of how they inform self- studyasawhole.Insodoing,theapproachtoself-studyofteachingandteacher education practices used to shape this Handbook draws on the view that the creation of experiences from which theory, knowledge and practice are created ix J. John Loughran et al. (eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices, ix–xii. © 2004 Springer.
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