Knowing, becoming, doing as teacher educators identity, intimate scholarship, inquiry /

The Advances in research on teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, think...

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Detaylı Bibliyografya
Diğer Yazarlar: Hamilton, Mary Lynn, Pinnegar, Stefinee E.
Materyal Türü: e-Kitap
Dil:İngilizce
Baskı/Yayın Bilgisi: Bingley, U.K. : Emerald, 2015.
Seri Bilgileri:Advances in research on teaching ; v. 26.
Konular:
Education > General.
Education > Teaching Methods & Materials > General.
Teaching skills & techniques.
Teachers > Training of.
Educational research.
Online Erişim:Full-text access
OPAC'ta görüntüle
İçindekiler:
  • Section overview : identity
  • Definitions of identity
  • Naming-and-being-named
  • Pathways and experience
  • Knowledge of a teacher educator
  • Identity conclusion
  • Disruption between identity and intimate scholarship
  • Disruption : what's in a Name? Exploring the edges of autoethnography, narrative and self-study of teacher education practice methodologies
  • Section overview : intimate scholarship
  • The value of the particular
  • Vulnerability
  • Openness
  • Dialogue as a tool for knowing
  • Oriented toward the ontological
  • Intimate scholarship conclusion
  • Disruption between intimate scholarship and inquiry
  • Disruption : scrutinizing trustworthiness in self-study of teacher education practices research
  • Knowing through inquiry into experience
  • Designing inquiry
  • Attending to the process of inquiry in intimate scholarship
  • Trustworthiness, coherence, rigor
  • Inquiry conclusion
  • Disruption between inquiry, conclusion, and international connections
  • Disruption : forming, framing, and linking in developing research questions
  • Final Summary.

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