International Handbook of Self-Study of Teaching and Teacher Education PracticesJ. John Loughran, Mary Lynn Hamilton, Vicki Kubler LaBoskey, Tom L. Russell Springer, 3 jul 2007 - 1541 pagina's The International Handbook on Self-study of Teaching and Teacher Education Practices is of interest to teacher educators, teacher researchers and practitioner researchers. |
Inhoudsopgave
| 3 | |
| 4 | |
| 40 | |
| 55 | |
| 69 | |
| 103 | |
The influence of purpose | 151 |
Fundamental features and approaches of the sstep enterprise | 193 |
Foreword to Section 3 813 | 812 |
What counts as evidence in selfstudies of teacher education | 871 |
Selfstudy through personal history | 939 |
Visual artistic modes of representation for selfstudy | 979 |
Using information and communication technologies for the self | 1038 |
Inquiring into | 1073 |
The epistemological dimensions and dynamics of professional | 1109 |
Afterword | 1168 |
Voice in selfstudy | 246 |
Selfstudy in professional practice | 273 |
An analysis of eight | 313 |
Appendix to Section 1 | 344 |
Section Editor Mary Lynn Hamilton | 369 |
Links between selfstudy and teacher education reform | 421 |
Research practice and academia in North America | 471 |
The significance of race and social class for selfstudy and | 517 |
Knowledge Narrative and SelfStudy | 575 |
Practitioner Inquiry knowledge and university culture | 601 |
Knowledge social justice and selfstudy | 650 |
Professional knowledge and selfstudy | 709 |
Collaboration in selfstudy | 743 |
Exploring the relation | 785 |
Foreword to Section 4 | 1187 |
Factors important for the scholarship of selfstudy of teaching | 1211 |
Teachers perspectives | 1231 |
Learning through selfstudy in | 1259 |
Selfstudy in teaching about teaching | 1295 |
Selfstudy research in the context of teacher education programs | 1333 |
Issues of power | 1367 |
Identifying ethical issues in selfstudy proposals | 1392 |
Interpreting the what why and how of selfstudy in teaching | 1443 |
Editor Biographies | 1483 |
Dianne HoltReynolds AERJ 292 325349 reprinted with permission | 1492 |
Subject Index | 1499 |
Overige edities - Alles bekijken
International handbook of self-study of teaching and teacher education ... John J. Loughran Geen voorbeeld beschikbaar - 2004 |
Veelvoorkomende woorden en zinsdelen
academic action activities American approach Association assumptions authors become beginning beliefs Castle challenge chapter classroom collaboration colleagues concept consider construction context conversations course create critical cultural described discussion Educational Research effective engaged England examine example experience explore Falmer Press field focus forms Hamilton ideas important improve individual inquiry institutional interest International Conference involved issues Journal knowledge learning lives London Loughran means methods narrative nature one’s Ontario particular perspective Pinnegar political position possible practitioner presented preservice teachers problems Proceedings professional questions race reading reflective relationships responses role Russell Self-Study of Teacher self-study research sense situation social social justice stories suggests Teacher Education Practices teaching and teacher teaching practice theory thinking tion traditional transformation understanding University voice writing York
Populaire passages
Pagina 386 - Each society has its regime of truth, its 'general politics' of truth: that is, the types of discourse which it accepts and makes function as true; the mechanisms and instances which enable one to distinguish true and false statements, the means by which each is sanctioned; the techniques and procedures accorded value in the acquisition of truth; the status of those who are charged with saying what counts as true.
Pagina 106 - Research and development (R&D) comprise creative work undertaken on a systematic basis in order to increase the stock of knowledge, including knowledge of man, culture and society, and the use of this stock of knowledge to devise new applications.
Pagina 465 - Institutions of higher education are conducted for the common good and not to further the interest of either the individual teacher* or the institution as a whole.
Pagina 380 - The transition from a paradigm in crisis to a new one from which a new tradition of normal science can emerge is far from a cumulative process, one achieved by an articulation or extension of the old paradigm.
Pagina 465 - Tenure is a means to certain ends; specifically: (1) Freedom of teaching and research and of extramural activities, and (2) A sufficient degree of economic security to make the profession attractive to men and women of ability. Freedom and economic security, hence tenure, are indispensable to the success of an institution in fulfilling its obligations to its students and to society.
Pagina 464 - The teacher is entitled to full freedom in research and in the publication of the results, subject to the adequate performance of his other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.
Pagina 825 - Brookfield (1995) suggests that reflection becomes critical when it has two distinctive purposes: the first is to understand how considerations of power undergird, frame, and distort educational processes and interactions. The second is to question assumptions and practices that seem to make our teaching lives easier but actually work against our own best long-term interests, and I would add those of our students.
Pagina 263 - Discourses are ways of being in the world, or forms of life which integrate words, acts, values, beliefs, attitudes, and social identities, as well as gestures, glances, body positions, and clothes.
Pagina 744 - As civilized human beings, we are the inheritors, neither of an inquiry about ourselves and the world, nor of an accumulating body of information, but of a conversation, begun in the primeval forests and extended and made more articulate in the course of centuries.