This book captures the excitement - and the difficulties - of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author's own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers' professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers' practice and students' learning of science.

This book captures the excitement - and the difficulties - of self-study of teacher education practices, placing it at the forefront of approaches to practitioner inquiry. It offers insight into the relationship between teaching about teaching and learning about teaching that emerged through the author's own self-study project. The book illustrates how tensions can act as a means for both analysing practice and articulating the professional knowledge that comprises a pedagogy of teacher education.

The #1 New York Times Bestseller A bestselling book that inspired the nation: "We have written here about terrible things that we never wanted to think about again . . . Now we want the world to know: we survived, we are free, we love life." Two women kidnapped by infamous Cleveland school-bus driver Ariel Castro share the stories of their abductions, captivity, and dramatic escape On May 6, 2013, Amanda Berry made headlines around the world when she fled a Cleveland home and called 911, saying: "Help me, I'm Amanda Berry. . . . I've been kidnapped, and I've been missing for ten years." A horrifying story rapidly unfolded. Ariel Castro, a local school bus driver, had separately lured Berry, Gina DeJesus, and Michelle Knight to his home, where he kept them chained. In the decade that followed, the three were raped, psychologically abused, and threatened with death. Berry had a daughter-Jocelyn-by their captor. Drawing upon their recollections and the diary kept by Amanda Berry, Berry and Gina DeJesus describe a tale of unimaginable torment, and Pulitzer Prize-winning Washington Post reporters Mary Jordan and Kevin Sullivan interweave the events within Castro's house with original reporting on efforts to find the missing girls. The full story behind the headlines-including details never previously released on Castro's life and motivations-Hope is a harrowing yet inspiring chronicle of two women whose courage, ingenuity, and resourcefulness ultimately delivered them back to their lives and families.

Pedagogical Content Knowledge (PCK) has been adapted, adopted, and taken up in a diversity of ways in science education since the concept was introduced in the mid-1980s. Now that it is so well embedded within the language of teaching and learning, research and knowledge about the construct needs to be more useable and applicable to the work of science teachers, especially so in these times when standards and other measures are being used to define their knowledge, skills, and abilities. Re-examining Pedagogical Content Knowledge in Science Education is organized around three themes: Re-examining PCK: Issues, ideas and development; Research developments and trajectories; Emerging themes in PCK research. Featuring the most up-to-date work from leading PCK scholars in science education across the globe, this volume maps where PCK has been, where it is going, and how it now informs and enhances knowledge of science teachers' professional knowledge. It illustrates how the PCK research agenda has developed and can make a difference to teachers' practice and students' learning of science.

'We have written here about terrible things that we never wanted to think about again . . . Now we want the world to know: we survived, we are free, we love life.' On May 6, 2013, Amanda Berry made headlines around the world when she fled a Cleveland home and called 911, saying: "Help me, I'm Amanda Berry . . . I've been kidnapped, and I've been missing for ten years." A horrifying story rapidly unfolded. Ariel Castro, a local school bus driver, had separately lured Berry and two other young women, Gina DeJesus and Michelle Knight, to his home, where he trapped them and kept them chained. In the decade that followed, the three girls were frequently raped, psychologically abused and threatened with death if they attempted to escape. Years after she was taken, Berry had a daughter by their captor, a child she bravely raised as normally as possible under impossible conditions. Drawing upon their recollections and the secret diary kept by Amanda Berry, Berry and Gina DeJesus describe the unimaginable torment they suffered and the strength and resourcefulness that enabled them to survive. Pulitzer Prize-winning Washington Post reporters Mary Jordan and Kevin Sullivan interweave the events within Castro's house with original reporting on the efforts to find the missing girls. The full story behind the headlines - including details never previously released on Castro's life and motivations - Hope is a harrowing yet inspiring chronicle of two women whose courage and ingenuity ultimately delivered them back to their lives and families.

This international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the self-study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the handbook will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers; theoretically and methodologically rich; highly practical to both novices and experienced practitioners; and offers a vision for self-study internationally over the next two decades.

This international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the self-study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the handbook will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers; theoretically and methodologically rich; highly practical to both novices and experienced practitioners; and offers a vision for self-study internationally over the next two decades.