Making a Difference in Teacher Education Through Self-Study Studies
The challenges teacher educators are now facing are of a different nature from those of the past few decades. They have taken on an urgency and a magnitude not witnessed before. Strict government control of education is increasing, the social problems in
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Self Study of Teaching and Teacher Education Practices Volume 2 Series Editor John L oughran, Monash University, Clayton, Australia
Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University College of Education, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands oTm Russell , Queen’s University, Canada
MAKING A DIFFERENCE IN TEACHER EDUCATION THROUGH SELF-STUDY Studies of Personal, Professional and Program Renewal
Edited by
Clare Kosnik Stanford University, U.S.A.
Clive Beck University of Toronto, Canada
Anne R. Freese University of Hawaii, U.S.A. and
Anastasia P. Samaras George Mason University, U.S.A.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN-10 ISBN-10 ISBN-13 ISBN-13
1-4020-3527-6 (HB) 1-4020-3528-4 (e-book) 978-1-4020-3527-2 (HB) 978-1-4020-3528-9 (e-book)
Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. P www.springeronline.com
Cover design by Tina Goertz
Printed on acid-free paper
All Rights Reserved © 2005 Springer No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. Printed in the Netherlands.
Dedication
For our parents, Georgina and Henry Madott, Sylvia and Lawrence Beck, Kathleen and Ken Reilley, Magdalene and Savvas Pantelides
Table of Contents Series Editor Introduction - John Loughran Foreword - Ken Zeichner
ix xiii
Introduction
xvii
Acknowledgements
xxi
Contributing Authors
xxiii
Section One – Personal Renewal Section Editors: Anne Freese and Clive Beck
1
Chapter 1 Tom Russell – How 20 Years of Self-Study Changed My Teaching
3
Chapter 2 Lesley Coia and Monica Taylor – From the Inside Out, and the Outside In: Co/Autoethnography as a Means of Professional Renewal Chapter 3 Allan Feldman – Using an Existential Form of Reflection to Understand My Transformation as a Teacher Educatorr
19
35
Chapter 4 The Arizona Group: Peggy Placier, Stefinee Pinnegar, Mary Lynn Hamilton, and Karen Guilfoyle – Exploring the Concept of Dialogue in the Self-Study of Teaching Practices 51 Chapter 5 Anne R. Freese – Transformation Through Self-Study: The Voices of Preservice Teachers
65
Section Two – Professional Renewal Section Editor: Anastasia P. Samaras
81
Chapter 6 Renee T. Clift f , Patricia Brady,, Raull A. Mora,, Soo Joung g Choi, and Jason Stegemoller – From Self-Study to Collaborative Self-Study to Collaborative Self-Study of Collaboration: The evolution of a Research earch Team 85 Chapter 7 Vince Ham and Ronnie Davey – Is Virtual Teaching, Real Teaching? Learnings from Two Self-Studies
101
Chapter 8 Claudia Mitchell – In My Own Handwriting: Textual Evidence and Self-Study
117
vii
viii Chapter 9 Peggy Placier, Karen S. Cockrell, Suzanne Burgoyne, Sharon Welch, Helen Neville
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