Details
Self-Study of Practice as a Genre of Qualitative Research
Theory, Methodology, and PracticeSelf-Study of Teaching and Teacher Education Practices, Band 8
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CHF 177.00 |
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| Verlag: | Springer |
| Format: | |
| Veröffentl.: | 05.04.2009 |
| ISBN/EAN: | 9781402095122 |
| Sprache: | englisch |
| Anzahl Seiten: | 250 |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<P>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. </P>
<P>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.</P>
<P>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.</P>
<P>Preface</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 1: Arriving at self-study</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 2: The self, the Other and Practice in Self-Study of Teaching and Teacher </P>
<P>Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Introduction of Framework-For-Inquiry and Framework-For-Analysis Chart</P>
<P>Inquiry Planner</P>
<P>Inquiry Analysis Tool</P>
<P>Mary Lynn’s Example Planner</P>
<P></P>
<P>Chapter 3: Questions of Practice</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Situating Self-Study Within the Terrain of Research </P>
<P></P>
<P>Chapter 4: Context and Dialogue in the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research</P>
<P>Making Connections</P>
<P>Exploring Dialogue as a Foundation of Knowing Activity</P>
<P></P>
<P>PAUSE: Research Design – Can You Identify A Self-Study?</P>
<P>Characteristics of Research Design Activity</P>
<P></P>
<P>Chapter 5: Data Collection in the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research</P>
<P>Making Connections</P>
<P>In-of-for Practice Activity</P>
<P></P>
<P>PAUSE: Reconsideration of Frameworks for Inquiry and Analysis </P>
<P></P>
<P>Chapter 6: Data Analysis and Interpretation in the Self-Study of Teaching and Teacher </P>
<P>Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 7: Developing Value for the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research by Establishing Trustworthiness and Being Trustworthy</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Reexamination Of the Frameworks and Presentation of Study </P>
<P></P>
<P>Chapter 8: Pragmatic and Theoretical Conclusions for Conducting Self-Study of </P>
<P>Teaching and Teacher Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Comparison Of General Qualitative Research and Self-Study of Teaching and </P>
<P>Teacher EducationPractices Research Methodologies</P>
<P></P>
<P>References</P>
<P>Appendices</P>
<P>Castle Conference Proceedings Readings for In-Of-For Practice Activity </P>
<P>Working with Institutional Review Boards (IRBs)</P>
<P>Glossary of Some Terms</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 1: Arriving at self-study</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 2: The self, the Other and Practice in Self-Study of Teaching and Teacher </P>
<P>Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Introduction of Framework-For-Inquiry and Framework-For-Analysis Chart</P>
<P>Inquiry Planner</P>
<P>Inquiry Analysis Tool</P>
<P>Mary Lynn’s Example Planner</P>
<P></P>
<P>Chapter 3: Questions of Practice</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Situating Self-Study Within the Terrain of Research </P>
<P></P>
<P>Chapter 4: Context and Dialogue in the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research</P>
<P>Making Connections</P>
<P>Exploring Dialogue as a Foundation of Knowing Activity</P>
<P></P>
<P>PAUSE: Research Design – Can You Identify A Self-Study?</P>
<P>Characteristics of Research Design Activity</P>
<P></P>
<P>Chapter 5: Data Collection in the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research</P>
<P>Making Connections</P>
<P>In-of-for Practice Activity</P>
<P></P>
<P>PAUSE: Reconsideration of Frameworks for Inquiry and Analysis </P>
<P></P>
<P>Chapter 6: Data Analysis and Interpretation in the Self-Study of Teaching and Teacher </P>
<P>Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>Chapter 7: Developing Value for the Self-Study of Teaching and Teacher Education </P>
<P>Practices Research by Establishing Trustworthiness and Being Trustworthy</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Reexamination Of the Frameworks and Presentation of Study </P>
<P></P>
<P>Chapter 8: Pragmatic and Theoretical Conclusions for Conducting Self-Study of </P>
<P>Teaching and Teacher Education Practices Research</P>
<P>Making Connections</P>
<P></P>
<P>PAUSE: Comparison Of General Qualitative Research and Self-Study of Teaching and </P>
<P>Teacher EducationPractices Research Methodologies</P>
<P></P>
<P>References</P>
<P>Appendices</P>
<P>Castle Conference Proceedings Readings for In-Of-For Practice Activity </P>
<P>Working with Institutional Review Boards (IRBs)</P>
<P>Glossary of Some Terms</P>
<P>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. </P>
<P></P>
<P>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. </P>
<P></P>
<P>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. </P>
Explains how to conduct research projects in practice from the perspective of the self Combines theoretical background on different research paradigms with practical guidance in developing self-study of practice
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