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Teaching, Learning, and Enacting of Self-Study Methodology

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Cover of 'Teaching, Learning, and Enacting of Self-Study Methodology'

Table of Contents

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    Book Overview
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    Chapter 1 Learning About Self-Study of Teacher Education Practices
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    Chapter 2 Self-Study Research as a Source of Professional Development and Learning Within a School of Education
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    Chapter 3 On the Tension-Fraught Enterprise of Teaching Self-Study to Colleagues
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    Chapter 4 Identifying Tensions and Striving to Improve International Mathematics Teacher Educators’ Practice Through Self-Study
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    Chapter 5 “Self-Study” Is Not “Self:” Researching Lived Experience in Teacher Educator Development
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    Chapter 6 Self-Study to Help Teachers Engage in Diversity
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    Chapter 7 Using S-STEP to Understand Faculty Roles in Establishing Teachers of Color
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    Chapter 8 My Journey as a Teacher Educator
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    Chapter 9 Begin with Yourself: Using Self-Study Methodology in the Process of Cultivating Mindfulness
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    Chapter 10 Being Othered and Finding My Voice: Using Self-Study to Better Understand My Experiences as an Early Childhood Teacher Educator
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    Chapter 11 Insight Gleaned from Our Participation in a Faculty Self-Study Learning Group
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    Chapter 12 Teaching and Learning Self-Study Research: Tracing the Map
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    Chapter 13 Saying “Yes” to the Adventure: Navigating a Collective Journey of Self-Study Research
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    Chapter 14 Stimulating Student Growth Through Written Feedback: A Self-Study on Supporting Students’ Research Projects
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    Chapter 15 Experiences of a School-Based Teacher Educator: A Vignette
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    Chapter 16 The Researcher Inside Me: A Quest for Meaningful Research in a Shifting Academic Landscape
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    Chapter 17 Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation
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    Chapter 18 Retelling and Reliving the Story: Teacher Educators Researching Their Own Practice in Flanders
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    Chapter 19 The Role of the Teacher Educator During Supervisory Conferences
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    Chapter 20 Teaching as a General Educationist in Physical Education
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    Chapter 21 Internship Assignments as a Bridge Between Theory and Practice?
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    Chapter 22 Interlude: Towards a Better Understanding of Teacher Educators’ Professional Development: Teacher Educators’ Researcherly Disposition as a Promising Concept
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    Chapter 23 Self-Study Research in a Polyvocal Professional Community Design
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    Chapter 24 “Standing in a Messy Sandpit”: The Learning Side of Self-Study Research
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    Chapter 25 Dwelling in the Question: Professional Empowerment Through Complex Visual Self-Study
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    Chapter 26 Learning Through Enacting Arts-Informed Self-Study Research with Critical Friends
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    Chapter 27 “Many Stories Matter”: Taking a Polyvocal Stance in Learning About Teaching of Self-Study
Attention for Chapter 13: Saying “Yes” to the Adventure: Navigating a Collective Journey of Self-Study Research
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Citations

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Chapter title
Saying “Yes” to the Adventure: Navigating a Collective Journey of Self-Study Research
Chapter number 13
Book title
Teaching, Learning, and Enacting of Self-Study Methodology
Published by
Springer, Singapore, January 2018
DOI 10.1007/978-981-10-8105-7_13
Book ISBNs
978-9-81-108104-0, 978-9-81-108105-7
Authors

Amanda Berry, Paul van den Bos, Janneke Geursen, Mieke Lunenberg

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 2 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 2 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 1 50%
Student > Doctoral Student 1 50%
Readers by discipline Count As %
Social Sciences 2 100%

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