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The authors explore how individuals identity and personal practical
knowledge are being formed, shifted or interrupted through moments
in teacher education which the authors have carefully and
thoughtfully constructed. The particularity of the stories,
expressed in this collection, provide us with multiple perspectives
and multiple entry points into making deeper sense of the
complexity of curriculum-making in teacher education. As the
stories of experience resonate with our own or as they stand apart
from them, they provoke us to re-imagine teacher education, and to
retell and relive our own stories of teacher education with new
possibility. Narrative inquiry offers teacher educators a way to
move the telling of stories of curriculum- making in teacher
education forward, to delve more deeply into stories in order to
make sense of experience and to attend more closely to a curriculum
of life that is educative for the self and others in teacher
education.
This book focuses on the writing process in the self-study of
teaching and teacher education practices. It addresses writing as
an area in which teacher educators can develop their skills and
represents how to write in ways that are compatible with
self-study's orientations towards the inquiry, both personal and on
practice. The book examines effective self-study writing with
chapters written by experienced self-study practitioners. In
addition to considering elements of writing as a method for the
self-study of practice, it delves into the cognitive processes of
real writers making explicit their writing practices. Practical
suggestions are connected to the lived experiences of self-study
practitioners making sense of their field through the process of
writing. This book will be of interest to doctoral and novice
self-study writers, and experienced authors seeking to develop
their practice. It demonstrates that writing as a method of inquiry
in self-study and beyond can be learned, modeled and taught.
This book focuses on the writing process in the self-study of
teaching and teacher education practices. It addresses writing as
an area in which teacher educators can develop their skills and
represents how to write in ways that are compatible with
self-study's orientations towards the inquiry, both personal and on
practice. The book examines effective self-study writing with
chapters written by experienced self-study practitioners. In
addition to considering elements of writing as a method for the
self-study of practice, it delves into the cognitive processes of
real writers making explicit their writing practices. Practical
suggestions are connected to the lived experiences of self-study
practitioners making sense of their field through the process of
writing. This book will be of interest to doctoral and novice
self-study writers, and experienced authors seeking to develop
their practice. It demonstrates that writing as a method of inquiry
in self-study and beyond can be learned, modeled and taught.
Relational Teacher Development is a powerful account of the
professional renewal of a classroom teacher. This narrative inquiry
tells the story of the four-year collaborative relationship between
Bob Fitzgerald, an experienced elementary school teacher facing a
poor performance evaluation, and Julian Kitchen, an educational
researcher who helped Bob earn a positive review. These stories
reveal how their collaboration enabled Bob to renew his practice
and re-ignite his passion for teaching by directing his own
professional development. In puzzling over his positive impact as
an accidental helper, Kitchen identifies and critically examines
seven key characteristics of his relational stance towards Bob.
Relational teacher development is presented as an approach to
understanding teachers as curriculum makers and, more
significantly, as a way of helping teachers harness their personal
practical knowledge in order to renew classroom practice and
improve student learning. This book will appeal to educators and
policy makers who believe that respect, care and relationship are
as critical to teacher development and renewal as they are to
student learning.
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.
As teaching is socially, culturally, and politically constructed,
it is important that teacher educators committed to social justice
attempt to create secure environment where all voices are heard and
teacher candidates can inquire into personally and socially
challenging topics within a safe and caring classroom culture.
Relationships of trust are fundamental to teaching about social
justice and to being receptive as learners in such classes.
Mindfulness on the part of teacher educators and teacher candidates
can go a long way in fostering respect, openness and acceptance in
such classes. Together they can lead to teacher educators and
candidates thinking deeply about themselves, schools and schooling
as they move towards a vision of a more equitable and just society.
The teacher educators who have contributed to this volume recognize
the challenges of balancing respect for their students with the
call to social justice. Their accounts and critical reflections
convey how relational and mindful approaches might offer positive
avenues to self and shared exploration by teacher candidates and
teacher educators alike. Several chapters attend to the challenges
for educators as they encounter culturally and linguistically
diverse contexts. Others attend to these issues within the
complexity of diverse university classrooms in order to guide
teacher candidates towards dispositions and practices that help
foster inclusion and engage diverse learners and communities.
Together, these chapters offer thoughtful approaches to living
alongside aspiring teachers as they develop deeper understanding of
the concepts of race and diversity, and inclusive approaches to
teaching and learning.
As teaching is socially, culturally, and politically constructed,
it is important that teacher educators committed to social justice
attempt to create secure environment where all voices are heard and
teacher candidates can inquire into personally and socially
challenging topics within a safe and caring classroom culture.
Relationships of trust are fundamental to teaching about social
justice and to being receptive as learners in such classes.
Mindfulness on the part of teacher educators and teacher candidates
can go a long way in fostering respect, openness and acceptance in
such classes. Together they can lead to teacher educators and
candidates thinking deeply about themselves, schools and schooling
as they move towards a vision of a more equitable and just society.
The teacher educators who have contributed to this volume recognize
the challenges of balancing respect for their students with the
call to social justice. Their accounts and critical reflections
convey how relational and mindful approaches might offer positive
avenues to self and shared exploration by teacher candidates and
teacher educators alike. Several chapters attend to the challenges
for educators as they encounter culturally and linguistically
diverse contexts. Others attend to these issues within the
complexity of diverse university classrooms in order to guide
teacher candidates towards dispositions and practices that help
foster inclusion and engage diverse learners and communities.
Together, these chapters offer thoughtful approaches to living
alongside aspiring teachers as they develop deeper understanding of
the concepts of race and diversity, and inclusive approaches to
teaching and learning.
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.
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