Overview
- Addresses how forms of collaboration are developed and what tensions or challenges emerge from them
- Provides examples of the differences and points of coherence between various collaborative methods
- Describes, analyses, and interprets the concept of critical friendship
Part of the book series: Self-Study of Teaching and Teacher Education Practices (STEP, volume 24)
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Table of contents (22 chapters)
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Front Matter
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Critical Friendship
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Front Matter
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Collaborative Self-Study
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Front Matter
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Self-Study Communities of Practice
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Front Matter
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Keywords
- how to do self-study research
- collaborative self-study of teacher education practices
- self-study communities of practice
- critical friendship in self-study
- collaborative self-study
- critical friendship in teacher educator learning
- critical friendship in self-study of teacher education practices
- teacher educator learning
- communities of practice
- critical friendship
- self-study of teacher education practices
- self-study research
About this book
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.
Reviews
Editors and Affiliations
About the editors
Brandon Butler is an associate professor of social studies and teacher education at Old Dominion University in Norfolk, Virginia (USA). He teaches undergraduate, masters, and doctoral students in the areas of elementary social studies, practitioner inquiry and self-study, curriculum and instruction, teacher education, and teacher leadership. His scholarship is focused on the spaces in which teachers and teacher educators learn the work of the teaching and teacher education, including methods courses, doctoral courses, clinical field experiences, critical friendships, and communities of practice, with a particular focus on self-study methodology. His research can be found in a range of national and international journals in the fields of social studies education and teacher education.
Shawn Michael Bullock, Ph.D., P.Phys., is a Reader in the History of Science, Technology and Education at the University of Cambridge, U.K. and a Bye-Fellow of EmmanuelCollege. He uses the lenses offered by the history and philosophy of science and technology to examine issues in education, and has published extensively in the fields of teacher education and professional development, with a particular focus on self-study methodology. Dr. Bullock’s diverse contribution to scholarship and teaching is partly reflected by his election to Fellowships of the Royal Astronomical Society, the Royal Geographical Society and the Royal Society for the encouragement of Arts, Manufactures and Commerce. Dr. Bullock also maintains current certifications as a professional physicist and a professional teacher within Canada, and qualified teacher status (QTS) in England.
Bibliographic Information
Book Title: Learning through Collaboration in Self-Study
Book Subtitle: Critical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice
Editors: Brandon M. Butler, Shawn Michael Bullock
Series Title: Self-Study of Teaching and Teacher Education Practices
DOI: https://doi.org/10.1007/978-981-16-2681-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022
Hardcover ISBN: 978-981-16-2680-7Published: 09 February 2022
Softcover ISBN: 978-981-16-2683-8Published: 10 February 2023
eBook ISBN: 978-981-16-2681-4Published: 08 February 2022
Series ISSN: 1875-3620
Series E-ISSN: 2215-1850
Edition Number: 1
Number of Pages: XI, 323
Number of Illustrations: 1 b/w illustrations
Topics: Teaching and Teacher Education, Education, general, Research Methods in Education