Suchen und Finden
Series Editor’s Foreword
6
Contents
7
Contributors
10
Introduction
13
Deborah L. Tidwell, Melissa L. Heston and Linda M. Fitzgerald
13
Part I Self-Study Through the Use of Text
23
Co/autoethnography: Exploring Our Teaching Selves Collaboratively
24
Auto
25
Ethno
27
Co
27
Graphy
28
Co/Autoethnography
29
Co/Autoethnography Is Rooted in Collaboration
29
The Social Contexts for Co/Autoethnography
30
Recognizing Emerging Co/Autoethnographic Questions
31
Consistent Qualities of Co/Autoethnographic Method
32
Tailoring the Data Collection Methods to Meet the Needs of the Co/Autoethnographic Study
34
Co/Autoethnographic Data Analysis
35
Conclusion
36
Teaching and Learning Through Narrative Inquiry
38
Our Context
38
The Puzzles
39
Evolution of the Research Methodology
39
Foundational Theoretical Frameworks
41
The Role of Self-Study
41
The Concept of Teacher Knowledge
41
Narrative Inquiry
42
Narrative Inquiry, Story, and Self-Study
43
Story as a Research Device
44
Story in Teaching and Teacher Education
44
Stories of Experience with Family
45
Rosa's Story of Her Father
46
Esther's Story of Her Father
46
Annie's Story of Her Father
47
Nancy's Story of Her Father
47
Susan's Story of Her Father
48
Teresa's Story of Her Father
48
What We Have Learned
48
Conclusion
51
Passages: Improving Teacher Education Through Narrative Self-Study
55
Research Questions
56
Methodology
56
Teacher Knowledge
56
Narrative Inquiry
57
Narrative Self-Study
58
Beginning with Ourselves: The Personal Dimension in Narrative Self-Study
58
Storytelling
60
Autobiography
61
Metaphor
64
Rules and Practical Principles
65
Personal Philosophy of Teaching
66
Reflective Journals
67
Temporal, Social and Spatial Dimensions in Narrative Self-Study
68
Final Words: Continuing My Narrative Self-Study
69
Part II Self-Study Through Discourse and Dialogue
72
Talking Teaching and Learning: Using Dialogue in Self-Study
73
Beginnings: Catching Currents, Merging Streams
73
Dialogue as Self-Study Methodology
75
Starting the Dialogue Process
76
Ground Rules: Essentials for a Robust, Productive Dialogue
77
Recalibration Points
78
Effects of Recalibration Points on Teacher Education Practices
80
Melissa
80
Katheryn
81
Linda
81
Using Metaphor to Recalibrate Our Process
82
Cautionary Tales
83
Looking Back and Looking Forward
86
Appendix: Ground Rules
87
Name It and Claim It: The Methodology of Self-Study as Social Justice Teacher Education
91
Naming the Context
91
Naming the Questions
92
Naming the Methodology
93
Naming the Results
94
Student Teacher Outcomes
95
Overall
95
Hearing Students' Voices
96
Explicit Equity Curriculum
96
Inquiry as Stance
97
Role of Self-Study
97
Name It and Claim It
98
Many Miles and Many Emails: Using Electronic Technologies in Self-Study to Think About, Refine and Reframe Practice
101
Introduction: Finding a Place to Start
101
Self-Study as Tool for Researching Practice
102
Self-Study as a Methodology
103
Self-Study as Collaboration
103
ICTs as Tools for Self-Study
104
A Story of a Long-Distance Self-Study in Perpetual Motion
105
The Beginning
105
Emergence of a Focus
106
From an Emerging Focus to Principles of Practice
108
Moving Beyond the Articulation of Principles
109
Summary
110
The Use of ICT in Self-Study
110
Representing and Sharing Data
111
Retrieving, Accessing and Analyzing Data
113
Communicating and Editing Data
113
What Have We Learned? What Does It Mean?
113
Part III Self-Study Through Visual Representation
117
Faces and Spaces and Doing Research
118
Introduction
118
Methodology: Epistemology and Social Justice
119
The Context for the Study: Previous Studies in Nottingham
120
The Edinburgh Study
122
Methods Used and How They Evolved
122
Making Sense of It All A Messy Business
129
What We Learned
129
Diverse Space
129
Collaborative Space
130
Relevant Space
131
Powerful Space
131
Looking to the Future
132
Facing the Public: Using Photography for Self-Study and Social Action
136
Introduction: Visual Approaches to Self-Study and Social Action
136
Seeing for Ourselves: Curating Self-Study Photo Albums as Social (Action) Texts
137
Creating, Curating, and Using Photo Albums for Self-Study
138
Photovoice
138
Critical Memory Work with Photo Albums
139
Protocol for Creating and Curating Self-Study Albums
140
Example 1: Reconfiguring the Family Album: "And today I am a teacher"
141
Example 2: Photovoice: A School Principal Looks at Gender Violence in Her School
143
Methodological Considerations: Features of Curated Photo Albums as Self-Study
144
Self-Study and Change Revisited
147
Making Meaning of Practice through Visual Metaphor
152
The Emergence of Metaphoric Representations
153
How We Made Meaning from Our Drawings
155
What We have Learned from Using Metaphoric Representation
164
Suggestions for Self-Study Using Metaphoric Representations
166
Suggestions on How to Develop a Metaphoric Representation
166
Suggestions on How to Analyze a Metaphoric Representation
167
Creating Representations: Using Collage in Self-study
171
Our Context
171
The Development of our Approach
172
Literature Informing Our Thinking
175
Collage and Ontology
176
Processes in Creating Collage
177
Variations in Our Personal Collaging Processes
179
Conclusions
183
Part IV Self-Study on the Impact of Practiceon Students
187
How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice
188
The Context for the Study
188
The Research Question(s) that Emerged from the Context
190
The Evolution of the Methodology Over the Course of the Research
196
Using a Propositional Perspective in a Living Theory Methodology
197
Methodological Inventiveness
197
Action Reflection Cycles
198
Personal Validation
198
Social Validation
199
Using a Dialectical Perspective in a Living Theory Methodology
199
Using an Inclusional Perspective in a Living Theory Methodology
200
The Analyses Used to Glean Information from the Research Data
201
Influence
203
Narrative
204
Other Theoretical Perspectives
205
Concluding Insights
206
Assumption Interrogation: An Insight into a Self-Study Researcher0s Pedagogical Frame
210
Introduction
188
Why Self-Study Methodology?
211
The Learning Context
196
Theoretical Position
197
Roundtable Reflection: Learning Through Reflective Inquiry
213
Conducting Roundtable Sessions
214
A Triad of Written Reflection Tools
215
Description and Analysis of a Data Thread
216
Freewrites and Critical Incident Questionnaires
199
Learning Through Self-Study
222
Conclusion
223
Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels
227
Literature Review
188
Context of the Study
190
Research Process
196
Research During the Preservice Program
197
Surveying and Interviewing the Student Teachers
197
Interviewing the Instructors
198
Studying the Beginning Teachers
215
Developing Interview Questions
199
Problems with the Interview Questions
233
Conducting Observations in Classrooms
234
Analyzing the Data on the New Teachers
235
Initial Findings: Seven Priorities for Teacher Education
236
Questions that Emerged
237
Questions Regarding the Findings
205
Disseminating Our Findings in Our Institution
237
Dealing with Sensitive Findings
238
Questions Regarding the Research Methodology
239
Influence of Self-Study
239
Working with Our Cohort of Teachers
239
Applying Our Learning to Our Work as Teacher Educators
240
Concluding Comments
240
Appendix
242
Author Index
244
Subject Index
248
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