Self-Study of Teaching Practices is an excellent introduction to the field of self-study research and practice. This student- and teacher-friendly primer provides a comprehensive review and synthesis of the self-study literature, complete with guidelines and examples of cutting-edge self-study methods. It addresses four central areas of self-study of teaching practices: purposes, foundations, nature, and guidelines for practice. School-based and university-based teachers interested in rethinking and reframing their instructional methods will benefit from reading this book and assigning it in the classroom. This primer, which includes glossaries and references, is an invaluable resource for undergraduate and graduate education students searching for guidelines to develop and improve their teaching practice.
Offer novice and experienced teachers guidelines for the "how" and "why" to do self-study teacher research Designed to help teachers plan, implement, and assess a manageable self-study research project, this unique textbook covers the foundation, history, theoretical underpinnings, and methods of self-study research. Written in a reader-friendly style and filled with interactive activities and examples, this book helps teachers every step of the way as they plan and conduct their studies. Author Anastasia Samaras encourages readers to think deeply about both the "how" and the "why" of this essential professional development tool as they pose questions and formulate personal theories to improve professional practice. Key Features A Self-Study Project Planner assists teachers in understanding both the details and process of conducting self-study research. A Critical Friends Portfolio includes innovative critical collaborative inquiries to support the completion of a high quality final research project. Advice from the most senior self-study academics working in the U.S. and internationally is included, along with descriptions of the self-study methodology that has been refined over time. Examples demonstrate the connections between self-study research, teachers′ professional growth, and their students′ learning. Tables, charts, and visuals help readers see the big picture and stay organized. Accompanied by High-Quality Ancillaries! A Student Study Site offers a wealth of resources, including additional examples and activities, web-based resources, study questions, and key terms. Intended Audience Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry is intended as a core textbook for a wide variety of courses in the education curriculum, including Action Research, Qualitative Research Methods, Research Methods in Education, and the capstone/teacher researcher course required of all early childhood, elementary, and secondary education majors.
"The book provides a reference point for beginning educational researchers to grasp the most pertinent elements of designing and conducting research..." —Megan Tschannen-Moran, The College of William & Mary Quantitative Research in Education: A Primer, Second Edition is a brief and practical text designed to allay anxiety about quantitative research. Award-winning authors Wayne K. Hoy and Curt M. Adams first introduce readers to the nature of research and science, and then present the meaning of concepts and research problems as they dispel notions that quantitative research is too difficult, too theoretical, and not practical. Rich with concrete examples and illustrations, the Primer emphasizes conceptual understanding and the practical utility of quantitative methods while teaching strategies and techniques for developing original research hypotheses. The Second Edition includes suggestions for empirical investigation and features a new section on self-determination theory, examples from the latest research, a concluding chapter illustrating the practical applications of quantitative research, and much more. This accessible Primer is perfect for students and researchers who want a quick understanding of the process of scientific inquiry and who want to learn how to effectively create and test ideas.
The International Handbook on Self-study of Teaching and Teacher Education Practices is of interest to teacher educators, teacher researchers and practitioner researchers. This volume: -offers an encyclopaedic review of the field of self-study; -examines in detail self-study in a range of teaching and teacher education contexts; -outlines a full understanding of the nature and development of self-study; -explores the development of a professional knowledge base for teaching through self-study; -purposefully represents self-study through research and practice; -illustrates examples of self-study in teaching and teacher education.
Samaras (teacher education, The Catholic U. of America, Washington, D.C.) discusses the need for professors to practice self-study (the "critical examination of one's actions and the context of those actions") in their teaching practices, in order to improve their students' learning experience. She explains her own experiences in self-study as an educator, and her design and utilization of a Vygotskian-based model to change the shape of teacher education. She describes two case studies using this model, one inside and one outside the teacher education classroom. The author explores the implications of using self-study and Vygotskian principles in teaching and the benefits of such work for both students and professors. No subject index. Annotation copyrighted by Book News, Inc., Portland, OR
Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and improving their practice.
In this in-depth examination of self-study as a research methodology, an international selection of physical education scholars share their ideas and experiences and consider the value of self-study as a vector for highlighting the emerging conflicts, dilemmas, and debates currently developing in teaching and teacher education pedagogies. A vital new addition to Springer’s series Self-Study of Teacher Education Practices, the volume is divided into three sections assessing the significance of the approach itself, offering detailed subject-relevant case studies, and exploring the nuances and controversies attending the evolution of the methodology. The contributors show how self-study enables reflexivity in pedagogical practice, a notable lacuna in current critical research, and at the same time they make the technique accessible to scholars of physical education wanting a practicable introduction to the subject. The analysis also explores the implications of applying self-study to pedagogy itself, to the curriculum, and to human movement and educational practice more generally. By embracing more organic, emergent notions of research practice and learning, the book achieves a broader and more inclusive survey of pedagogical work in physical education teacher education that fully acknowledges the complexities of the field.
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.
Self-study is inherently collaborative. Such collaboration provides transparency, validity, rigor and trustworthiness in conducting self-study. However, the ways in which these collaborations are enacted have not been sufficiently addressed in the self-study literature. This book addresses these gaps in the literature by placing critical friendship, collaborative self-study and community of practice at the forefront of the self-study of teaching. It highlights these forms of collaboration, how the collaboration was developed and enacted, the challenges and tensions that existed in the collaboration, and how practice and identity developed through the use of these forms of collaboration. The chapters serve as exemplars of enacting these forms of collaboration and provide researchers with an additional base of literature to draw upon in their scholarly writing, teaching of self-study, and their enactment of collaborative self-study spaces.
