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Being Self-Study Researchers in a Digital World

Future Oriented Research and Pedagogy in Teacher Education

  • Book
  • © 2017

Overview

Editors:
  1. Dawn Garbett

    1. The University of Auckland, Auckland, New Zealand

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    You can also search for this editor in PubMed   Google Scholar

  2. Alan Ovens

    1. The University of Auckland, Auckland, New Zealand

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    You can also search for this editor in PubMed   Google Scholar

  • Focuses specifically on how digital technologies enable reflexivity on practice
  • Provides examples of self-study practitioners engaging with digital technologies
  • Embraces notions of research practice, technology use, and learning that are organic and emergent

Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 16)

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-vi
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  2. Considering Self-Study in a Digital World

    1. Front Matter

      Pages 1-1
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    2. Being Self-Study Researchers in a Digital World: An Introduction

      • Dawn Garbett, Alan Ovens
      Pages 3-10

    3. Self-Study of Teaching and Teacher Education Practices Methodology and the Digital Turn

      • Mary Lynn Hamilton, Stefinee Pinnegar
      Pages 11-29

  3. Digital Technology: Practice, Research and Scholarship

    1. Front Matter

      Pages 31-31
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    2. Teaching About Teaching Using Technology: Using Embodiment to Interpret Online Pedagogies of Teacher Education

      • Shawn M. Bullock, Tim Fletcher
      Pages 33-46

    3. Changing Our Practice and Identity Go Hand-in-Hand: A Self-Study of Our Efforts to Infuse Digital Technology into Our Literacy Courses

      • Clare Kosnik, Lydia Menna, Shawn M. Bullock
      Pages 47-60

    4. Connecting Technology, Literacy, and Self-Study in English Language Arts Teacher Education

      • Benjamin Boche, Melanie Shoffner
      Pages 61-72

    5. New Literacies and Technology: Keeping Current in a Writing Methods Course

      • Susan D. Martin, Sherry Dismuke
      Pages 73-86

    6. Rethinking Technological Resources in Self-Study of Teacher Education Practices: The Case of Taking and Teaching Online Courses

      • Brian Rice
      Pages 87-101

    7. Building Community and Capacity: Self-Study and the Development of Social Constructivist Online Teaching

      • Helen Freidus, Mary Welsh Kruger
      Pages 103-116

    8. Pedagogical Hesitations in a Mobile Technology Rich Learning Environment. A Self-Study of Redefining Expertise.

      • Constanza Tolosa, Rena Heap, Alan Ovens, Dawn Garbett
      Pages 117-131

    9. Thinking in Space: Virtual Bricolage Self-Study for Future-Oriented Teacher Professional Learning

      • Kathleen Pithouse-Morgan, Anastasia P. Samaras
      Pages 133-150

    10. Using Multiple Technologies to Put Rhizomatics to Work in Self-Study

      • Adrian D. Martin, Kathryn J. Strom
      Pages 151-164

  4. Reflecting on Possibilities for Self-Study in a Digital World

    1. Front Matter

      Pages 165-165
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    2. The Future of Self-Study: Through and With Technology

      • Charity Dacey, Linda Abrams, Katie Strom, Tammy Mills
      Pages 167-173

    3. The Digital Impact on Self-Study

      • John Loughran
      Pages 175-181

  5. Erratum: Chapter 12 The Future of Self-Study: Through and With Technology

    • Charity Dacey, Linda Abrams, Katie Strom, Tammy Mills
    Pages E1-E1
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Keywords

About this book

This book presents research on the intersection of self-study research, digital technologies, and the development of future-oriented practices in teacher education. It explores the changing teacher education landscape by considering issues that are central to doing self-study: context and location; data access, generation and analysis; social and personal media; forms and transformations of pedagogy; identity; and ethics in an increasingly digital world. Self-study research on, with, and around digital technologies is highly significant in education where the rapid development and ubiquity of such technologies are an integral part of teacher educators’ everyday pedagogical and research practices. Blended and virtual environments are now not only commonplaces in which to teach about teaching but also to research about teaching. 

The book highlights how digital technologies can enhance the pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study.



Editors and Affiliations

  • The University of Auckland, Auckland, New Zealand

    Dawn Garbett, Alan Ovens

Bibliographic Information

  • Book Title: Being Self-Study Researchers in a Digital World

  • Book Subtitle: Future Oriented Research and Pedagogy in Teacher Education

  • Editors: Dawn Garbett, Alan Ovens

  • Series Title: Self-Study of Teaching and Teacher Education Practices

  • DOI: https://doi.org/10.1007/978-3-319-39478-7

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing Switzerland 2017

  • Hardcover ISBN: 978-3-319-39476-3Published: 26 September 2016

  • Softcover ISBN: 978-3-319-81895-5Published: 14 June 2018

  • eBook ISBN: 978-3-319-39478-7Published: 13 September 2016

  • Series ISSN: 1875-3620

  • Series E-ISSN: 2215-1850

  • Edition Number: 1

  • Number of Pages: VI, 181

  • Number of Illustrations: 2 b/w illustrations, 3 illustrations in colour

  • Topics: Teaching and Teacher Education, Educational Technology, Learning & Instruction

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