Overview
- Editors:
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Mary C. Dalmau
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Victoria University, Australia
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Hafdís Guðjónsdóttir
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University of Iceland, Iceland
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Deborah Tidwell
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University of Northern Iowa, USA
- This book addresses teacher education as a collaborative community of teacher educators, student teachers, and practicing teachers understanding socio-cultural contexts of today’s classroom and the diverse ways of knowing, engaged in the creation of equitable and accessible school environments for all learners.
- The book focuses on the development and use of the Professional Working Theory as a framework for examining professional work through the context of practice, the ethics within practice choice, and the interplay of theory with practice.
- Key themes across the book are the concepts of empowerment and inclusion, where teachers and learners are provided access to practice inquiry as a critical process in understanding the complexity of providing effective teaching and meaningful learning for all.
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Table of contents (10 chapters)
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- Deborah Tidwell, Hafdís Guðjónsdóttir
Pages 1-7
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- Mary C. Dalmau, Hafdís Guðjónsdóttir
Pages 9-22
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- Barbara Henderson, Helen Hyun
Pages 23-39
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- Hafdís Guðjónsdóttir, Mary C. Dalmau
Pages 73-87
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- Deborah Tidwell, Amy Staples
Pages 89-111
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- Clare Kosnik, Pooja Dharamshi, Lydya Menna
Pages 113-127
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- Mary C. Dalmau, Hafdís Guðjónsdóttir
Pages 129-148
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- Svanborg R. Jónsdóttir, Karen Rut Gísladóttir
Pages 149-168
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- Patience Sowa, Cynthia Schmidt
Pages 169-186
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Back Matter
Pages 187-193
About this book
Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study examines the use of self-study in professional learning through justice in education, collaboration, teacher education, and the concept of a Professional Working Theory. Justice in education includes research on pedagogy in inclusive practices, on social justice issues within a doctoral program through the lens of critical race theory, and on indigenous epistemologies and experiences. Collaboration can be seen across several chapters as an integral part of teacher education, and is discussed specifically in chapters addressing research on praxis inquiry within Active Group Practice (a collaborative dynamic) – and on collaboration as a critical aspect of self-study research by teachers addressing efficacy of practice for students with significant disabilities. Included in the discussion on teacher education is research on the beliefs and practices of mid- and later-career literacy/English teacher educators. Professional Working Theory (PWT) addresses the critical aspects of teacher knowledge, experience, and ethics. Specifically, this book includes research on examining the process involved in developing a PWT, on the development of teacher identity of preservice teachers through their engagement in creating PWTs, and on the process of and reflections on developing PWTs with teacher educators and U.A.E. and U.S.A. graduate students within the context of literacy and special education. This book brings to the fore the work of Mary C. Dalmau as a teacher educator whose career embodies the values of inclusion across educational settings, the empowerment of teachers, and the importance of ethics in educational decision making.
Editors and Affiliations
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Victoria University, Australia
Mary C. Dalmau
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University of Iceland, Iceland
Hafdís Guðjónsdóttir
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University of Northern Iowa, USA
Deborah Tidwell
