Increasing Professional Self-Understanding: Self-Study Research by Teachers with the Help of Biography, Core Reflection and Dialogue

References

• Bodone, F., Gudjónsdóttir, H., & Dalmau, M. C. (2004). Revisioning and recreating practice: Collaboration in self study. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 743–784). Dordrecht: Kluwer.
   Google Scholar
• Buber, M. (1947). Das Problem des Menschen [What is man]. Dialogisches Leben [Between mind and man, 1965]. Zürich: G. Müller.
   Google Scholar
• Bullough, R. V.Jr, & Pinnegar, S. E. (2004). Thinking about the thinking about self-study: An analysis of eight chapters. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 313–342). Dordrecht: Kluwer.
   Google Scholar
• Day, C. (2000). Teachers in the twenty-first century: Time to renew the vision. Teachers and Teaching: Theory and Practice, 6, 101–115.
   Google Scholar
• Dewey, J. (1963). Experience and education. New York, NY: Collier Books.
   Google Scholar
• Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Harinck, F. (2009). Basisprincipes praktijkonderzoek [Basic principles of practitioner research]. Antwerpen-Apeldoorn: Garant.
   Google Scholar
• Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44, 764–791.
   Web of Science ®Google Scholar
• Kelchtermans, G. (1993). Getting the story and understanding the lives: From career stories to teachers’ professional development. Teaching and Teacher Education, 9, 443–456.
   Web of Science ®Google Scholar
• Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–1006.
   Web of Science ®Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15, 257–272.
   Web of Science ®Google Scholar
• Kelchtermans, G., & Hamilton, M. L. (2004). The dialectics of passion and theory: Exploring the relation between self-study and emotion. In J. J.Loughran, M. L.Hamilton, V. K.LaBoskey, & T.Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 785–810). Dordrecht: Kluwer.
   Google Scholar
• Kessels, J. (2001). Socrates comes to market. Philosophy of Management, 1, 49–71.
   Google Scholar
• Kessels, J. (2006). Het poëtisch argument. Socratische gesprekken over het goede leven [The poetic argument. Socratic dialogues about the good life]. Amsterdam: Boom.
   Google Scholar
• Knezic, D., Wubbels, T., Elbers, E., & Hajer, M. (2010). The Socratic dialogue and teacher education. Teaching and Teacher Education, 26, 1104–1111.
   Web of Science ®Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97.
   Web of Science ®Google Scholar
• Korthagen, F., & Kessels, J. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28, 4–17.
   Google Scholar
• Koster, B., Dengerink, J., Korthagen, F., & Lunenberg, M. (2008). Teacher educators working on their own professional development: Goals, activities and outcomes of a project for the professional development of teacher educators. Teachers and Teaching: Theory and Practice, 14, 567–587.
   Google Scholar
• Kunneman, H. (2005). Social work as laboratory for normative professionalisation. Social Work and Society, 3, 191–200.
   Google Scholar
• Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer.
   Google Scholar
• Lunenberg, M., & Hamilton, M. L. (2008). Threading a golden chain: An attempt to find our identities as teacher educators. Teacher Education Quarterly, 35, 185–205.
   Google Scholar
• Nussbaum, M. (2001). Upheavals of thought: The intelligence of emotions. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Nussbaum, M. (2010). Not for profit: Why democracy needs the humanities. Princeton, NJ: Princeton University Press.
   Google Scholar
• Oosterheert, I. E., & Vermunt, J. D. (2001). Individual differences in learning to teach: Relating cognition, regulation and affect. Learning and Instruction, 11, 133–156.
   Web of Science ®Google Scholar
• Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology and practice. Dordrecht: Springer.
   Google Scholar
• Ricoeur, P. (1985). Temps et Récit I–III [Time and narrative I–III]. Paris: Editions du Seuil.
   Google Scholar
• Ricoeur, P. (1990). Soi-même comme un autre. L’ordre philosophique [Self even as another. The philosophical order]. Paris: Editions du Seuil.
   Google Scholar
• Slay, H. S., & Smith, D. A. (2011). Professional identity construction: Using narrative to understand the negotiation of professional and stigmatized cultural identities. Human Relations, 64, 85–107.
   Web of Science ®Google Scholar
• Sockett, H. (1993). The moral base for teacher professionalism. New York, NY: Teachers College Press.
   Google Scholar
• Taylor, C. (1989). The sources of the self: The making of the modern identity. Cambridge, MA: Harvard University Press.
   Google Scholar
• Tickle, L. (1999). Teacher self-appraisal and appraisal of self. In R. P.Lipka & T. M.Brinthaup (Eds.), The role of self in teacher development (pp. 121–141). Albany: State University of New York Press.
   Google Scholar
• Tirri, K., & Husu, J. (2002). Care and responsibility in “the best interest of the child”: Relational voices of ethical dilemmas in teaching. Teachers and Teaching: Theory and Practice, 8, 66–80.
   Google Scholar
• van den Berg, R., & Vandenberghe, R. (1995). Wegen van betrokkenheid. Reflecties op onderwijsvernieuwing [Ways of involvement. Reflections on educational renewal]. Tilburg: Zwijsen.
   Google Scholar
• van der Harst, A., van den Berg, B., & Fortuin-van der Spek, C. (2007). Verhalen verbinden. Ruimte voor vertellen op school [Connecting stories. Space to tell at school]. Amersfoort: CPS.
   Google Scholar
• van Loon, R. (1996). Symbolen van het zelfverhaal. Een interpretatiemodel met behulp van de zelfkonfrontatiemethode [Symbols of the self-story. A model for interpretation with the help of the self-confrontation method]. Assen: Van Gorcum.
   Google Scholar
• Wells, G., & Claxton, G. (2001). Learning for life in the 21st century. Sociocultural perspectives on the future of education. Oxford: Blackwell.
   Google Scholar