Reconceptualizing Teaching Practice: Developing Competence Through Self-Study

by Mary Lynn Hamilton (Editor)

Overview

Over the past ten years there has been increased interest in research on various aspects of teacher education, ranging from the preparation of teachers to continuing professional development. The increase of interest in how teachers become competent in very complex social settings is a result of a general recognition by researchers and policy makers alike that teachers are the key to any serious efforts at educational reform. This book addresses a variety of issues surrounding the field of inquiry into teaching practice that has become known as 'self-study', equivalent in many ways to the 'action research' movement, but at tertiary level.

Product Details

ISBN-13:	9780750708685
Publisher:	Taylor & Francis
Publication date:	03/31/1998
Edition description:	TEACHER
Pages:	272
Product dimensions:	6.12(w) x 9.19(h) x (d)

Table of Contents

Part 1 Philosophical perspectives -introduction, Tom Russell; A framework for the development of self-study practice, John Loughran, Jeff Northfield; Self-study and the development of collective knowledge, Howard A. Smith. Part 2 Methodological perspectives - introduction, Stefinee Pinnegar; Turning to the artists - developing an enlightened eye by creating teaching self-portraits, Janet C. Richards; Self-study through the use of practical argument, Debbie L. Tidwell, Melissa I. Heston; Claiming to understand educational development Susan Wilcox; Building a teacher education community - combining Electronic Mail with face-to-face interactions, Rena Upitis, Tom Russell. Part 3 Case studies of individual self-study - introduction, Mary Lynn Hamilton; Harmony, conflict and respect - an Asian-American educator's self-study, Linda K. Oda; Reflecting critically on teaching to encourage critical reflection, Nancy L. Hutchinson; Self-study of teacher education practices through the use of the faculty portfolio, Joan P. Gipe. Part 4 Case studies of collaborative self-study - introduction, Vicki Kubler LaBoskey; Cross- institutional action research - a collaborative self-study, Vicki Kubler LaBoskey et al;; For liberation...not less for love - self-study of teacher educators working with a group of teachers who teach pupils with special educational needs, Pam Lomax et al; Tensions and intentions in group enquiry - a joint self-study, Carola Conte et al. Part 5 Processes and practices of self-study - introduction, John Loughran; The seams of paradoxes in teaching, Glenda Wilkes; Prospects for collaborative self- study on the Internet, John M. Johnston et al; The self-study of teacher education practices and the reform of teacher education, Ardra L. Cole, J. Gary Knowles. Conclusion - The value and promise of self-study, Mary Lynn Hamilton, Stefinee Pinnegar. Afterword, Douglas Barnes.