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Studying Teacher Education
A journal of self-study of teacher education practices
Volume 18, 2022 - Issue 3: Poetic Self-Study Research
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Editorial

Editorial: Poetic Self-Study Research

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References

  • Allender, J. S., & Manke, M. P. (2002). Reflecting and refracting self-study artifacts: Jazz poetry. In C. Kosnik, A. Freese, & A. Samaras (Eds.), Making a difference in teacher education through self-study. proceedings of the fourth international conference on self-study of teacher education practices, Herstmonceux Castle, East Sussex, England (Vol. 1, pp. 15–19). OISE, University of Toronto.
  • Buchanan, R., Mills, T., & Mooney, E. (2020). Navigating stranger things: Creating bricolage in the upside down. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-Study for envisioning new ways of knowing (pp. 125–135). Equity Press. https://equitypress.org/textiles_tapestries_self_study/chapter_4
  • Edge, C. U., & Olan, E. L. (2021). Learning to breathe again: Found poems and critical friendship as methodological tools in self-study of teaching practices. Studying Teacher Education, 17(2), 228–252. https://doi.org/10.1080/17425964.2021.1910807
  • Gísladóttir, K. R., & Óskarsdóttir, G. (2020). Envisioning new ways of knowing: Toward a shared vision of multicultural teacher education through collective self-study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-Study for envisioning new ways of knowing (pp. 478–489). Equity Press. https://equitypress.org/textiles_tapestries_self_study/chapter_104
  • Hopper, T., & Sanford, K. (2008). Using poetic representation to support the development of teachers’ knowledge. Studying Teacher Education, 4(1), 29–45. https://doi.org/10.1080/17425960801976339
  • Pithouse-Morgan, K., & Samaras, A. P. (2014). Thinking in space: Learning about dialogue as method from a trans-continental conversation about trans-disciplinary self-study of professional practice. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities of self-study research. proceedings of the tenth international conference on the self-study of teacher education practices (pp. 167–170). East Sussex, England: University of Auckland.
  • Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. P. (2016). Exploring methodological inventiveness through collective artful self-study research. LEARNing Landscapes, 9(2), 443–460. https://doi.org/10.36510/learnland.v9i2.786
  • Pithouse-Morgan, K., & Samaras, A. P. (2019). Polyvocal play: A poetic bricolage of the why of our transdisciplinary self-study research. Studying Teacher Education, 15(1), 4–18.
  • Pithouse-Morgan, K., & Samaras, A. P. (2020). A sense of place: Exploring place and identity through virtual bricolage self-study research. In E. Lyle (Ed.), Identity landscapes: Contemplating place and the construction of self (pp. 20–33). Brill | Sense. https://doi.org/10.1163/9789004425194_003
  • Pithouse-Morgan, K., & Samaras, A. (in press). Polyvocal poetic play through self-study research: Challenging the status quo to improve professional practice. In H. Mreiwed, M. Carter, S. Hashem, & C. Blake-Amarante (Eds.), Looking back to look forward: Making connections in and through arts-based educational research (pp. in press). Springer. https://doi.org/10.1080/17425964.2019.1580008.
  • Samaras, A. P., Pithouse-Morgan, K., Chisanga, T., Conolly, J., Constantine, L. S., Meyiwa, T., Smith, L., & Timm, D. N. (2015). Breathing under water: A transcontinental conversation about the “why” of co-facilitating transdisciplinary self-study learning communities. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 231–252). Sense Publishers. https://doi.org/10.1007/978-94-6300-220-2_13

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