Teachers and Teacher Educators Researching Their Practice: A Dually-Purposed Self-Study

References

• Anderson, D. (2014). The nature and influence of teacher beliefs and knowledge on the science teaching practice of three generalist New Zealand primary teachers. Research in Science Education, 45, 395–423. doi:10.1007/s11165-014-9428-8
   Web of Science ®Google Scholar
• Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27, 10–20. doi:10.1016/j.tate.2010.08.007
   Web of Science ®Google Scholar
• Banks, J., & Smyth, E. (2015). Your whole life depends on it: Academic stress and high-stakes testing in Ireland. Journal of Youth Studies, 18(5), 598–616. doi:10.1080/13676261.2014.992317
   Web of Science ®Google Scholar
• Berrill, D., & Addison, B. (2010). Repertoires of practice: Re-framing teaching portfolios. Teaching and Teacher Education, 26, 1178–1185. doi:10.1016/j.tate.2010.02.005
   Web of Science ®Google Scholar
• Blackler, F. (2011). Power, politics, and intervention theory: Lessons from organization studies. Theory & Psychology, 21(5), 724–734. doi:10.1177/0959354311418146
   Web of Science ®Google Scholar
• Brown, S., White, S., Wakeling, L., & Naiker, M. (2015). Approaches and study skills inventory for students (ASSIST) in an introductory course in chemistry. Journal of University Teaching and Learning Practice, 12(3), 1–12.
   Web of Science ®Google Scholar
• Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21. doi:10.3102/0013189X030003013
   Google Scholar
• Canny, A., & Hamilton, M. (2018). A state examination system and perpetuation of middle-class advantage: An Irish school context. British Journal of Sociology of Education, 39(5), 638–653. doi:10.1080/01425692.2017.1377599
   Web of Science ®Google Scholar
• CAO [Central Applications Office]. (2017). Retrieved from https://www.cao.ie/
   Google Scholar
• Cochran-Smith, M., & Lytle, S. L. (2004). Practitioner inquiry, knowledge, and university culture. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 601–649). The Netherlands: Kluwer Academic.
   Google Scholar
• De Rijdt, C., Tiquetb, B., Dochyb, F., & Devolder, M. (2006). Teaching portfolios in higher education and their effects: An explorative study. Teaching and Teacher Education, 22, 1084–1093. doi:10.1016/j.tate.2006.07.002
   Web of Science ®Google Scholar
• DES [Department of Education and Science]. (1998). Education act. Dublin: Stationery Office.
   Google Scholar
• Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32(3), 26–28. doi:10.3102/0013189X032003026
   Google Scholar
• Fletcher, S. J. (2007). Educational research mentoring and coaching as co-creative synergy. International Journal of Evidence-Based Coaching and Mentoring, 5(2), 1–11.
   Google Scholar
• Gallagher, T., Darlene, S., Parker, C., & Candace-Figg, J. (2012). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre tenure teacher educators developing professionally. Teaching and Teacher Education, 27, 880–890. doi:10.1016/j.tate.2011.02.003
   Web of Science ®Google Scholar
• Glaser, B. G., & Strauss, A. L. (2009). The discovery of grounded theory: Strategies for qualitative research. New Brunswick: Aldine Transaction.
   Google Scholar
• Hadar, L., & Brody, D. (2016). Talk about student learning: Promoting professional growth among teacher educators. Teaching and Teacher Education, 59, 101–114. doi:10.1016/j.tate.2016.05.021
   Web of Science ®Google Scholar
• Hamilton, M. (2018a). Bridging the gap from teacher to teacher educator: The role of a teaching portfolio. Studying Teacher Education, 14(1), 88–102. doi:10.1080/17425964.2017.1414041
   Web of Science ®Google Scholar
• Hamilton, M. (2018b). Pedagogical transitions among science teachers: How does context intersect with teacher beliefs? Teachers and Teaching, 24(2), 151–165. doi:10.1080/13540602.2017.1367658
   Web of Science ®Google Scholar
• Hamilton, M. (2018c). Evidence-based portfolios: A cross-sectoral approach to professional development among teachers. Professional Development in Education, 1–15. doi:10.1080/19415257.2018.1555183
   Google Scholar
• Hamilton, M., & O’ Dwyer, A. (2018). Exploring student learning approaches on an initial teacher education program: A comparison of mature learners and direct entry third-level students. Teaching and Teacher Education, 71(2), 251–261. doi:10.1016/j.tate.2018.01.011
   Web of Science ®Google Scholar
• Hughes, J., & Moore, I. (2007). Reflective portfolios for professional development. In C. O’ Farrell (Ed.), Teaching portfolio practice in Ireland: A handbook (pp. 11–24). Dublin, Ireland: Higher Education Authority, Trinity College.
   Google Scholar
• Iannelli, C., Smyth, E., & Klein, M. (2016). Curriculum differentiation and social inequality in higher education entry in Scotland and Ireland. British Educational Research Journal, 42(4), 543–728. doi:10.1002/berj.3217
   Web of Science ®Google Scholar
• Kaldi, S. (2009). Mature student teachers in initial teacher education in Greece: Personal and academic identities. European Journal of Teacher Education, 32(1), 35–49. doi:10.1080/02619760802553014
   Web of Science ®Google Scholar
• Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283. doi:10.1177/0022487114533386
   Web of Science ®Google Scholar
• Loughran, J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. L. (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer Academic.
   Google Scholar
• Loughran, J., & Russell, T. (2007). Looking into teaching about teaching. Studying Teacher Education, 3(1), 1–3. doi:10.1080/17425960701279768
   Google Scholar
• Lunenberg, M., & Willemse, M. (2006). Research and professional development of teacher educators. European Journal of Teacher Education, 29(1), 81–98. doi:10.1080/02619760500478621
   Google Scholar
• Lynch, K., & Lodge, A. (2002). Equality and power in schools: Redistribution, recognition and representation. London, UK: Routledge Falmer.
   Google Scholar
• Lynch, K., & Lodge, A. (2004). Diversity at school. Dublin: Institute of Public Administration.
   Google Scholar
• Martin, A., & Russell, T. (2018). Supervising the teacher education practicum: A self-study with a critical friend. Studying Teacher Education, 14(3), 331–342. doi:10.1080/17425964.2018.1541286
   Web of Science ®Google Scholar
• McLean, M., & Bullard, J. (2006). Becoming a university teacher: Evidence from teaching portfolios (how academics learn to teach). Teacher Development, 4(1), 79–101. doi:10.1080/13664530000200104
   Google Scholar
• Molle, D. (2013). Facilitating professional development for teachers of English language learners. Teaching and Teacher Education, 29, 197–207. doi:10.1016/j.tate.2012.10.002
   Web of Science ®Google Scholar
• National Council for Curriculum and Assessment, [NCCA]. (2006). Junior certificate science: guidelines for teachers. Dublin, Ireland: The Stationery Office.
   Google Scholar
• National Council for Curriculum and Assessment, [NCCA]. (2009). Developing assessment in the sciences at senior cycle. Dublin, Ireland: Stationary Office.
   Google Scholar
• National Council for Curriculum and Assessment, [NCCA]. (2014). Draft specification for junior cycle science. Retrieved from http://www.juniorcycle.ie
   Google Scholar
• National Council for Curriculum and Assessment, [NCCA]. (2018). Senior cycle review. Retrieved from https://www.ncca.ie/en/senior-cycle/senior-cycle-review
   Google Scholar
• North, C. (2017). Swinging between infatuation and disillusionment: Learning about teaching teachers though self-study. Physical Education and Sports Pedagogy, 22(4), 390–402. doi:10.1080/17408989.2016.1268586
   Web of Science ®Google Scholar
• O’ Farrell, C. (2007). Teaching portfolio practice in Ireland: A handbook. Dublin, Ireland: Higher Education Authority, Trinity College.
   Google Scholar
• O’Brien, J. (2016). Professional learning: Concepts, models and empirical practice. Professional Development in Education, 42(1), 1–4. doi:10.1080/19415257.2016.1110904
   Web of Science ®Google Scholar
• Oleson, A., & Hora, M. (2014). Teaching the way they were taught? Revisiting the sources of teaching knowledge and the role of prior experience in shaping faculty-teaching practices. Higher Education, 68(1), 29–45. doi:10.1007/s10734-013-9678-9
   Web of Science ®Google Scholar
• Ovens, A., & Fletcher, T. (2014). Self-study in physical education: Bridging personal and public understandings in professional practice. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 215–219.
   Google Scholar
• Pinnegar, E., & Quiles-Fernández, E. (2018). A self-study of researcher relationships with research participants. Studying Teacher Education, 14(3), 284–295. doi:10.1080/17425964.2018.1541287
   Web of Science ®Google Scholar
• Sheridan, V., & Dunne, S. (2012). The bigger picture: Undergraduate voices reflecting on academic transition in an Irish university. Innovations in Education and Teaching International, 49(3), 237–247. doi:10.1080/14703297.2012.703019
   Web of Science ®Google Scholar
• Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic review. Journal of Curriculum Studies, 47(4), 508–528. doi:10.1080/00220272.2014.995712
   Web of Science ®Google Scholar
• Vanassche, E., & Kelchtermans, G. (2016). Facilitating self-study of teacher education practices: Toward a pedagogy of teacher educator professional development. Professional Development in Education, 42(1), 100–122. doi:10.1080/19415257.2014.986813
   Web of Science ®Google Scholar
• Vaughn, M., Parsons, S., Scales, R., & Wall, A. (2017). Envisioning our practice: Examining and interpreting pedagogical visions of four early career teacher educators. The New Educator, 13(3), 251–270. doi:10.1080/1547688X.2015.1063177
   Google Scholar
• Young, J. R., & Erickson, L. B. (2011). Imagining, becoming, and being a teacher: How professional history mediates teacher educator identity. Studying Teacher Education, 7(2), 121–129. doi:10.1080/17425964.2011.591133
   Google Scholar
• Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36–46. doi:10.1177/0022487106296219
   Web of Science ®Google Scholar