References
- Anderson, G., and K. Herr. 1999. “The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?” Educational Researcher 28 (5): 12–21. doi:10.3102/0013189X028005012.
- Araujo, B., L. U. Florez, and A. Goenaga Ruiz de Zuazu. 2017. “Reflecting on a Social Studies-mathematics Day: Integrating Content Using Multicultural Perspectives.” Social Studies Research and Practice 12 (2): 199–209. doi:10.1108/SSRP-04-2017-0019.
- Aston, S. 2009. “How Do I Contribute to Student Teachers’ Critical Development?” Educational Journal of Living Theories 2 (2): 172–214.
- Buck, G. A., C. M. Mast, M. A. Macintyre Latta, and J. M. Kaftan. 2009. “Fostering A Theoretical and Practical Understanding of Teaching as A Relational Process: A Feminist Participatory Study of Mentoring A Doctoral Student.” Educational Action Research 17 (4): 505–521. doi:10.1080/09650790903309375.
- Choi, J. A. 2011. “A Self-study of the Teaching of Action Research in A University Context.” Studying Teacher Education 7 (01): 35–49. doi:10.1080/17425964.2011.558351.
- Coffey, A., and P. Atkinson. 1996. Making Sense of Qualitative Data. Thousand Oaks: SAGE.
- Coleman, E., and M. Leider. 2014. “Personal and Professional Growth Realized: A Self-study of Curriculum Design and Implementation in A Secondary Science Classroom.” Studying Teacher Education 10 (1): 53–69. doi:10.1080/17425964.2013.835260.
- Creswell, J. W. 2014. Research Design. Thousand Oaks: SAGE.
- Davey, R., and V. Ham. 2010. “‘It’s All about Paying Attention!’ … but to What? the ‘6 Ms’ of Mentoring the Professional Learning of Teacher Educators.” Professional Development in Education 36 (1–2): 229–244. doi:10.1080/19415250903457158.
- DeMink-Carthew, J., R. Grove, and M. Peterson. 2017. “The Influence of the Core Practices Movement on the Teaching and Perspectives of Novice Teacher Educators.” Studying Teacher Education 13 (1): 87–104. doi:10.1080/17425964.2017.1289083.
- Efron, S. E., and R. Ravid. 2020. Action Research in Education: A Practical Guide. 2nd ed. New York: Guilford.
- Erickson, F. 1986. “Qualitative Methods in Research on Teaching.” In Handbook of Research on Teaching, edited by Merlin Wittrock, 119– 161. New York, NY: Macmillan.
- Feldman, A. 2003. “Validity and Quality in Self-Study.” Educational Researcher 32 (3): 26–28. doi:10.3102/0013189X032003026.
- Feldman, A., P. Paugh, and G. Mills. 2004. “Self-study through Action Research.” In International Handbook of Self-Study of Teaching and Teacher Education Practices, edited by J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell, 943–977. Dordrecht: Kluwer Academic Publishers.
- Haines, G. 2011. “Enriching the Context of Lifelong Learning: The Challenge of Accessing the Authentic Self by Developing Self-knowledge Using Strengths-based Positive Psychology Measures through Teaching Pre-service Art Education.” Action Research 9 (4): 426–443. doi:10.1177/1476750311414738.
- Hamilton, M. L., and S. Pinnegar. 1998. “Conclusion: The Value and the Promise of Self-study.” In Reconceptualizing Teaching Practice: Self-study in Teacher Education, edited by M. L. Hamilton, 235–246. London: Falmer Press.
- Hamilton, M. L. 1998. Reconceptualizing Teaching Practice: Self-study in Teacher Education. London: Falmer Press.
- Hamilton, M. L., L. Smith, and K. Worthington. 2008. “Fitting the Methodology with the Research: An Exploration of Narrative, Self-study and Auto-ethnography.” Studying Teacher Education: Journal of Self-study of Teacher Education Practices 4 (1): 17–28. doi:10.1080/17425960801976321.
- Herr, K., and G. L. Anderson. 2005. The Action Research Dissertation: A Guide for Students and Faculty. Thousand Oaks: SAGE.
- Holly, M. L., J. Arhar, and W. Kasten. 2005. Action Research for Teachers: Traveling the Yellow Brick Road. 2nd ed. Upper Saddle River: Pearson.
- Kemmis, S., and R. McTaggart. 1988. The Action Research Planner. Melbourne: Deakin University.
- Kemmis, S and R. McTaggart. 2000. “Participatory Action Research.” In Handbook of Qualitative Research, edited by Norman Denzin and Yvonna Lincoln, 567–605. Thousand Oaks, CA: Sage.
- Laboskey, V. K. 2004. “The Methodology of Self-study and Its Theoretical Underpinnings.” In International Handbook of Self-study of Teaching and Teacher Education Practices, edited by J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, and T. Russell, 817–869. Dordrecht: Kluwer Academic Publishers.
- Lather, P. 1986. “Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place.” Interchange 17 (4): 63–84. doi:10.1007/BF01807017.
- Marshall, C., and G. B. Rossman. 2011. Designing Qualitative Research. Thousand Oaks: SAGE.
- McNiff, J., and J. Whitehead. 2006. All You Need to Know about Action Research. Thousand Oaks: SAGE.
- McNiff, J., and J. Whitehead. 2016. You and Your Action Research Project. Abingdon: Routledge.
- Merriam, S. B. 1998. Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
- Mertler, C. A. 2017. Action Research: Improving Schools and Empowering Educators. 5th ed. Thousand Oaks: SAGE.
- Miles, M., and A. Huberman. 1994. Qualitative Data Analysis. Thousand Oaks: SAGE.
- Miller, R. 2015. “Learning to Love Reading: A Self-Study on Fostering Students‘ Reading Motivation in Small Groups.” Studying Teacher Education 11 (2): 103–123. doi:10.1080/17425964.2015.1045771.
- Narita, F. M. 2017. “Informal Learning in Action: The Domains of Music Teaching and Their Pedagogic Modes.” Music Education Research 19 (1): 29–41. doi:10.1080/14613808.2015.1095866.
- Nyanjom, J. 2018. “Cycles within Cycles: Instilling Structure into a Mentoring Self-study Action Research Project.” Educational Action Research 26 (4): 626–640. doi:10.1080/09650792.2017.1386116.
- Nystrand, M. 1997. Opening Dialogue: Understanding the Dynamics of Language and Learning in the English Classroom. New York, NY: Teachers College Press.
- Pinnegar, S. 1998. “Introduction to Part II: Methodological Perspectives.”Reconceptualizing Teaching Practice: Self-study in Teacher Education, edited by., M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, and V. LaBoskey, 31–33. London: Falmer Press.
- Pinnegar, S., and M. L. Hamilton. 2009. Self-study of Practice as a Genre of Qualitative Research: Theory, Methodology, and Practice. Berlin: Springer Science and Business Media.
- Reynolds, T. 2016. “Striving for Discussion: An Analysis of a Teacher Educator’s Comments in Whole-class Conversation.” Studying Teacher Education 12 (2): 205–221. doi:10.1080/17425964.2016.1192035.
- Simms, M. 2013. “A Teacher-educator Uses Action Research to Develop Culturally Conscious Curriculum Planners.” Democracy and Education 21 (2): 1–10.
- Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks: SAGE.
- Teddlie, C., and A. Tashakkori. 2009. Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Thousand Oaks: SAGE.
- Torraco, R. J. 2005. “Writing Integrative Literature Reviews: Guidelines and Examples.” Human Resource Development Review 4 (3): 356–367. doi:10.1177/1534484305278283.
- Turner, S. A. 2010. “Teaching Research to Teachers: A Self-study of Course Design, Student Outcomes, and Instructor Learning.” Journal of the Scholarship of Teaching and Learning 10 (2): 60–77.
- van Jaarsveld, P. 2016. “Making a Case for Exact Language as an Aspect of Rigour in Initial Teacher Education Mathematics Programmes.” Perspectives in Education 34 (1): 150–166. doi:10.18820/2519593X/pie.v34i1.11.
- Yaffe, E., and D. Maskit. 2010. “Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development.” Professional Development in Education 36 (1–2): 93–109. doi:10.1080/19415250903454890.
- Zeichner, K.M., and S. E. Noffke. 2001. “Practitioner Research.” In Handbook of Research on Teaching, edited by Virginia Richardson, 298–330. Washington. DC: American Educational Research Association.