International Handbook of Self-Study of Teaching and Teacher Education Practices

1. Front Matter

   Pages I-XII

   PDF

2. Understanding the Nature and Development of Self-Study

   1. Front Matter

      Pages 1-6

      PDF

   2. A History and Context of Self-Study of Teaching and Teacher Education Practices

      • J. John Loughran

      Pages 7-39

   3. The Nature of Teaching and Learning in Self-Study*

      • Anthony Clarke, Gaalen Erickson

      Pages 41-67

   4. Self-Study As Teaching

      • Deborah Tidwell, Linda Fitzgerald

      Pages 69-102

   5. Finding A Way Through The Swamp: A Case For Self-Study As Research*

      • Vince Ham, Ruth Kane

      Pages 103-150

   6. Learning Through Self-Study: The Influence Of Purpose, Participants And Context*

      • J. John Loughran

      Pages 151-192

   7. Fundamental Features and Approaches of The S-Step Enterprise*

      • Frederick F. Lighthall

      Pages 193-245

   8. Voice in Self-Study*

      • Rosebud Elijah

      Pages 247-271

   9. Self-Study In Professional Practice*

      • Susan Wilcox, Jinx Watson, Margo Paterson

      Pages 273-312

   10. Thinking about the Thinking about Self-Study: An Analysis of Eight Chapters

       • Robert V Bullough Jr, Stefinee E Pinnegar

       Pages 313-342

3. Developing a Professional Knowledge Base for Teaching

   1. Front Matter

      Pages 369-374

      PDF

   2. Professional Knowledge, Teacher Education and Self-Study*

      • Mary Lynn Hamilton

      Pages 375-419

   3. Links between Self-Study and Teacher Education Reform*

      • Fred Korthagen, Mieke Lunenberg

      Pages 421-449

   4. Research, Practice, and Academia in North America*

      • Ardra L. Cole, J. Gary Knowles

      Pages 451-482

   5. Humanistic Research in Self-Study: A History of Transformation*

      • Jerome S. Allender

      Pages 483-515

   6. The Significance of Race and Social Class for Self-Study and The Professional Knowledge Base of Teacher Education$*$

      • Enora Brown

      Pages 517-574

   7. Knowledge, Narrative And Self-Study

      • D Jean Clandinin, Michael Connelly

      Pages 575-600

   8. Practitioner Inquiry, Knowledge, and University Culture*

      • Cochran-Smitha Marilyn, Susan L. Lytleb

      Pages 601-649

   9. Knowledge, Social Justice and Self-Study*

      • Morwenna Griffiths, Lis Bassa, Marilyn Johnston, Victoria Perselli

      Pages 651-707

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.

• communication
• emotion
• information
• teacher education
• learning and instruction

"This Handbook represents a major breakthrough in our understandings of the importance and usefulness of self study in teaching and teacher education. With this publication, self-study may be seen as a legitimate, commanding, and worthwhile field in educational research. The chapters take self study well beyond the simple bridging of research and practice. They demonstrate the power of the field as an intellectual endeavor with its own set of research criteria, conundrums, and elegant conceptualizations. But perhaps more importantly, this book suggests the potential of self-study to truly reform practice."
(Professor Virginia Richardson, University of Michigan)
"This is an important handbook on the theory and practice of self-study by expert scholars from around the world. The contributors to this volume show in a variety of ways how the ancient delphic decree of "know thyself" acquires pedagogical power and significance when it is taken to mean "work on thyself," "improve thyself," "transform thyself," and "take care of thyself." The handbook offers an extensive review of the literature and, through discussions of issues and many examples, investigates the meaning and significance of self and self-identity in teaching and teacher education. For both, teachers and students, it is not only important to know who one is but who one may become. This implies that one must be able to see oneself as an individual who dares to be different, who has the courage to experiment with the self in constantly changing social contexts. Through a variety of practices the authors of the International Handbook of Self-study of Teaching and Teacher Education Practices show how the "self" is a dynamic principle, and how to study the subjectivity of inner self one must orient to the outer world: out there where one's identityone's relation to oneselfalways remains open to a future of possible ways of being and becoming. What emerges fromthis work is the realization how all teaching and learning is in a fundamental sense concerned with understanding, knowing, changing, and caring for the self and how researching practice through self-study is inevitably linked to informing ways of knowing."
(Professor Max van Manen, University of Alberta)
"This comprehensive volume of 38 chapters written by prominent teacher educators in the self-study movement from a number of different countries represents a major landmark in the development of self-study in teaching and teacher education. The Handbook discusses different perspectives on self-study as a form of teaching, learning, research, and educational reform. In doing so, it acknowledges the complexity of the issues surrounding self-study and both the accomplishments and limitations in the work to date. Self-study in teaching and teacher education is fundamentally a radical concept that challenges currently dominant arrangements in which the voices of teachers and teacher educators are marginalized in the improvement of practice and in the creation of new knowledge about practice. This book is essential reading for everyone who is concerned about the future of teaching and teacher education in these times of narrow visions of educational accountability."
(Professor Ken Zeichner, University of Wisconsin-Madison)

• Monash University, Clayton, Australia

  J. John Loughran

• University of Kansas, USA

  Mary Lynn Hamilton

• Mills College, Oakland, USA

  Vicki Kubler LaBoskey

• Queen’s University, Kingston, Canada

  Tom Russell

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