Self-Study of Practice as a Genre of Qualitative Research / Theory, Methodology, and Practice / Mary Lynn Hamilton (u. a.) / Taschenbuch / Self-Study of Teaching and Teacher Education Practices / 2010 - pocketboek

Boek bevindt zich in het datenbestand sinds 2011-05-19T15:36:33+02:00 (Amsterdam)
Boek voor het laatst gevonden op 2025-04-13T17:22:06+02:00 (Amsterdam)
ISBN/EAN: 9789048181452

ISBN - alternatieve schrijfwijzen:
90-481-8145-3, 978-90-481-8145-2
alternatieve schrijfwijzen en verwante zoekwoorden:
Auteur van het boek: hamilton, lynn
Titel van het boek: the practice qualitative research, research methodology, self and education

Gegevens van de uitgever

Auteur: Stefinee Pinnegar; Mary Lynn Hamilton
Titel: Self-Study of Teaching and Teacher Education Practices; Self-Study of Practice as a Genre of Qualitative Research - Theory, Methodology, and Practice
Uitgeverij: Springer; Springer Netherland
250 Bladzijden
Verschijningsjaar: 2010-10-28
Dordrecht; NL
Gedrukt / Gemaakt in
Taal: Engels
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
POD
250 p.

BC; Hardcover, Softcover / Pädagogik/Bildungswesen; Lehrerausbildung; Verstehen; Action Research; Methodologie; Practitioner Research; Qualitative Research; Teacher Research; data analysis; Teaching and Teacher Education; BB

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.

Preface

Making Connections

Chapter 1: Arriving at self-study

Making Connections

Chapter 2: The self, the Other and Practice in Self-Study of Teaching and Teacher

Education Practices Research

Making Connections

PAUSE: Introduction of Framework-For-Inquiry and Framework-For-Analysis Chart

Inquiry Planner

Inquiry Analysis Tool

Mary Lynn’s Example Planner

Chapter 3: Questions of Practice

Making Connections

PAUSE: Situating Self-Study Within the Terrain of Research

Chapter 4: Context and Dialogue in the Self-Study of Teaching and Teacher Education

Practices Research

Making Connections

Exploring Dialogue as a Foundation of Knowing Activity

PAUSE: Research Design – Can You Identify A Self-Study?

Characteristics of Research Design Activity

Chapter 5: Data Collection in the Self-Study of Teaching and Teacher Education

Practices Research

Making Connections

In-of-for Practice Activity

PAUSE: Reconsideration of Frameworks for Inquiry and Analysis

Chapter 6: Data Analysis and Interpretation in the Self-Study of Teaching and Teacher

Education Practices Research

Making Connections

Chapter 7: Developing Value for the Self-Study of Teaching and Teacher Education

Practices Research by Establishing Trustworthiness and Being Trustworthy

Making Connections

PAUSE: Reexamination Of the Frameworks and Presentation of Study

Chapter 8: Pragmatic and Theoretical Conclusions for Conducting Self-Study of

Teaching and Teacher Education Practices Research

Making Connections

PAUSE: Comparison Of General Qualitative Research and Self-Study of Teaching and

Teacher EducationPractices Research Methodologies

References

Appendices

Castle Conference Proceedings Readings for In-Of-For Practice Activity

Working with Institutional Review Boards (IRBs)

Glossary of Some Terms

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.