Publication Cover
Studying Teacher Education
A journal of self-study of teacher education practices
Volume 13, 2017 - Issue 1
725
Views
23
CrossRef citations to date
0
Altmetric
Research Articles

Those Who Can Do Self-Study, Do Self-Study: But Can They Teach It?

Aquellos que pueden hacer self-study hacen self-study: Pero pueden enseñarlo?

Pages 20-35 | Received 07 Dec 2016, Accepted 06 Jan 2017, Published online: 06 Feb 2017

References

  • Arizona Group, Guilfoyle, K., Hamilton, M.L., & Pinnegar, S. (1997). Obligations to unseen children. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion, and pedagogy in teacher education (pp. 183–209). London: Falmer Press.
  • Berry, A. (2004). Self-study in teaching about teaching. 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. 1295–1332). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Berry, A. (2008). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.
  • Brandenburg, R., Berry, A. & Senese, J.C. (2008). Axioms, assumptions and tensions: Unveiling knowledge developed through self-study. In M. Heston, D. Tidwell, K. East, & L. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity and self-study. Proceedings of the seventh international conference on the self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 27–30). Cedar Falls, IA: University of Northern Iowa.
  • Breslin, D., Mittapalli, K., Samaras, A.P., Adams-Legge, M., Infranco, J., Johri, A.K., et al. (2008). Embarking on an adventure while drawing the map: Journeys through critical friend work in self-study methodology. In M. Heston, D. Tidwell, K. East, & L. Fitzgerald (Eds.), Pathways to change in teacher education: Dialogue, diversity and self-study. Proceedings of the seventh international conference on the self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (pp. 31–35). Cedar Falls, IA: University of Northern Iowa.
  • Bullock, S.M. & Ritter, J.K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7, 171–181.
  • Bullough, R.V., Jr & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30, 13–21.10.3102/0013189X030003013
  • Butler, B.M. (2014). Learning to teach emerging teacher educators. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research. (Proceedings of the tenth international conference on the self-study of teacher education practices, pp. 41–43). Auckland: The University of Auckland.
  • Butler, B.M., Burns, E., Frierman, C., Hawthorne, K., Innes, A., & Parrott, J.A. (2014). The impact of a pedagogy of teacher education seminar on educator and future teacher educator identities. Studying Teacher Education, 10, 255–274.10.1080/17425964.2014.956716
  • Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York, NY: Teachers College Press.
  • Cole, A.L. & Knowles, J.G. (1998). Reforming teacher education through self-study. In A.L. Cole, R. Elijah, & J.G. Knowles (Eds.), The heart of the matter: Teacher educators and teacher education reform (pp. 41–54). San Francisco, CA: Caddo Gap Press.
  • Dinkelman, T.D., Cuenca, A., Butler, B., Elfer, C., Ritter, J.K., Powell, D.J., & Hawley, T.S. (2012). The influence of a collaborative doctoral seminar on emerging teacher educator-researchers. Action in Teacher Education, 34, 172–190.10.1080/01626620.2012.677740
  • Feldman, A. (2003). Validity and quality in self-study. Educational Researcher, 32, 26–28.10.3102/0013189X032003026
  • Foot, R., Crowe, A.R., Andrus Tollafield, K., & Allan, C.E. (2014). Exploring doctoral student identity development using a self-study approach. Teaching & Learning Inquiry, 2, 103–118.10.20343/teachlearninqu.2.1.103
  • Gallagher, T., Griffin, S., Ciuffetelli Parker, D., Kitchen, J., & Figg, C. (2011). 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, 880–890.10.1016/j.tate.2011.02.003
  • Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). New York, NY: Addison Wesley Longman.
  • Grierson, A.L., Tessaro, M.L., Grant, C., Cantalini-Williams, M., Denton, R., Quigg, K., & Bumstead, J. (2012). The bricks and mortar of our foundation for faculty development: Book-study within a self-study professional learning community. Studying Teacher Education, 8, 87–104.
  • Grossman, P., Smagorinsky, P., & Valencia, S. (1999). Appropriating tools for teaching English: A theoretical framework for research on learning and teaching. American Journal of Education, 108, 1–29.10.1086/444230
  • Guilfoyle, K. (1995). Confronting the meaning of teacher educator: The struggle to learn the roles. Teacher Education Quarterly, 22, 11–27.
  • Guilfoyle, K., Hamilton, M.L., Pinnegar, S., & Placier, P. (2004). The epistemological dimensions and dynamics of professional dialogue in self-study. In J. Loughran, M.L. Hamilton, V.K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1109–1167). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Ham, V. & Kane, R. (2004). Finding a way through the swamp: A case for self-study as research. 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. 103–150). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Hamilton, M.L. (1995). Confronting self: Passion and promise in the act of teaching or my oz-dacious journey to Kansas. Teacher Education Quarterly, 22, 29–43.
  • Hammerness, K., Darling-Hammond, L., Bransford, J., Berliner, D., Cochran-Smith, M., McDonald, M., & Zeichner, K. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358–389). San Francisco, CA: Jossey-Bass.
  • Hoban, G. (April 2007). Creating a self-study group. Paper presented at the meeting of the American Educational Research Association, Chicago, IL.
  • Hoban, G., McLean, P., Nielsen, W., Berry, A., Brown, C., Brown, G., et al (2012). Developing a model for a self-study professional learning community. In S.M. Bullock & T. Russell (Eds.), Self-studies of science teacher education practices (pp. 175–192). Dordrecht: Springer.10.1007/978-94-007-3904-8
  • Kitchen, J., Ciuffetelli Parker, D., & Gallagher, T. (2008). Authentic conversation as faculty development: Establishing a self-study group in a faculty of education. Studying Teacher Education, 4, 157–171.10.1080/17425960802433637
  • Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M., & Beck, C. (2011). Becoming teacher educators: an innovative approach to teacher educator preparation. Journal of Education for Teaching, 37, 351–363.10.1080/02607476.2011.588027
  • LaBoskey, V.K. (2004). The methodology of self-study and its theoretical underpinnings. 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. 817–869). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Loughran, J.J. (2004). Learning through self-study: The influence of purpose, participants, and context. 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. 151–192). Dordrecht: Kluwer.10.1007/978-1-4020-6545-3
  • Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1, 5–16.10.1080/17425960500039777
  • Louie, B.Y., Drevdahl, D.J., Purdy, J.M., & Stackman, R.W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74, 150–171.10.1353/jhe.2003.0016
  • Lunenberg, M., Korthagen, F., & Zwart, R. (2011). Self-study research and the development of teacher educators’ professional identities. European Educational Research Journal, 10, 407–420.10.2304/eerj.2011.10.3.407
  • Lunenberg, M. & Samaras, A.P. (2011). Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic. Teaching and Teacher Education, 27, 841–850.10.1016/j.tate.2011.01.008
  • Lunenberg, M., Zwart, R., & Korthagen, F. (2010). Critical issues in supporting self-study. Teaching and Teacher Education, 26, 1280–1289.10.1016/j.tate.2009.11.007
  • Pinnegar, S. (1995). (Re-)Experiencing beginning. Teacher Education Quarterly, 22, 65–83.
  • Pinnegar, S. & Hamilton, M.L. (2009). Self-study of practice as a genre of qualitative research. Dordrecht: Springer.
  • Pithouse-Morgan, K. & Samaras, A.P. (Eds.). (2015). Polyvocal professional learning through self-study research. Rotterdam: Sense.
  • Placier, M. (1995). “But I have to have an A”: Probing the cultural meanings and ethical dilemmas of grades in higher education. Teacher Education Quarterly, 22, 45–64.
  • Ritter, J.K. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3, 5–22.10.1080/17425960701279776
  • Ritter, J.K. (2009). Developing a vision of teacher education: How my classroom teacher understandings evolved in the university environment. Studying Teacher Education, 5, 45–60.10.1080/17425960902830427
  • Ritter, J.K. (2010). Revealing praxis: A study of professional learning and development as a beginning social studies teacher educator. Theory and Research in Social Education, 38, 298–316.
  • Ritter, J.K. (2011). On the affective challenges of developing a pedagogy of teacher education. Studying Teacher Education, 7, 219–233.
  • Ritter, J.K. (2012). Modeling powerful social studies: Bridging theory and practice with preservice elementary teachers. The Social Studies, 103, 117–124.10.1080/00377996.2011.596857
  • Ritter, J.K. (2016). On deconstructing folk theory while developing as a teacher educator: A disorienting transition as a reorienting experience. In J. Williams & M. Hayler (Eds.), Professional learning through transitions and transformations: Teacher educators’ journeys of becoming (pp. 45–59). New York, NY: Springer.10.1007/978-3-319-22029-1
  • Samaras, A.P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks, CA: SAGE.
  • Segall, A. (2002). Disturbing practice: Reading teacher education as text. New York, NY: Peter Lang.
  • Williams, J. & Ritter, J.K. (2010). Constructing new professional identities through self‐study: from teacher to teacher educator. Professional Development in Education, 36, 77–92.10.1080/19415250903454833
  • Williams, J.J., Ritter, J.K., & Bullock, S.M. (2012). Understanding the Complexity of Becoming a Teacher Educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8, 245–260.10.1080/17425964.2012.719130

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.