Self Study Of Teaching Practices Primer
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Self-study of Teaching Practices Primer
Self-Study of Teaching Practices is an excellent introduction to the field of self-study research and practice. This student- and teacher-friendly primer provides a comprehensive review and synthesis of the self-study literature, complete with guidelines and examples of cutting-edge self-study methods. It addresses four central areas of self-study of teaching practices: purposes, foundations, nature, and guidelines for practice. School-based and university-based teachers interested in rethinking and reframing their instructional methods will benefit from reading this book and assigning it in the classroom. This primer, which includes glossaries and references, is an invaluable resource for undergraduate and graduate education students searching for guidelines to develop and improve their teaching practice.
Polyvocal Professional Learning through Self-Study Research
"Polyvocal Professional Learning through Self-Study Research illustrates the power of “we” for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaboration, across multiple professions, academic disciplines, contexts, and continents. These authors have noted and reviewed each other’s chapters and adapted their contributions to generate a polyvocal conversation that significantly advances scholarship on professional learning through self-study research. Building on, and extending, the existing body of work on self-study research, the book offers an extensive and in-depth scholarly exploration of the how, why, and impact of professional learning through context-specific, practitioner-led inquiry. The chapters illustrate polyvocal professional learning as both phenomenon and method, with the original research that is presented in every chapter adding to the forms of methodological inventiveness that have been developed and documented within the self-study research community.“This unique book represents an inspiring step forward in self-study research. Authors from various continents provide evidence of how the “I” can be strengthened through the “we” perspective, showing convincingly how polyvocality, transdisciplinarity, and an intercultural approach deepen professional learning. This powerful book offers important new insights for the methodology of self-study, with an impact beyond teachers and teacher educators.”Fred A. J. Korthagen, Professor Emeritus at Utrecht University, The Netherlands“A fascinating set of chapters illustrate the importance of many lenses and many voices when studying one’s practice. Each chapter testifies that self-study and its ties to improvement through posing thoughtful questions, collecting and analyzing relevant data, and interrogating the interpretation of one’s analysis of self are global and cross-disciplinary. This book is a must-read!”Renée T. Clift, Professor and Associate Dean, University of Arizona, USA"
Taking a Fresh Look at Education
Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.