Polyvocal Professional Learning through Self-Study Research
"Polyvocal Professional Learning through Self-Study Research illustrates the power of “we” for innovative and authentic professional learning. The 33 contributors to this book include experienced and emerging self-study researchers, writing in collaborati
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Professional Learning Volume 18
Series Editor: J. John Loughran, Monash University, Clayton, Australia Editorial Board: Anthony Clarke, University of British Columbia, Canada Renee Clift, University of Arizona, USA Donald Freeman, University of Michigan, USA Ruth Kane, Ottawa University, Canada Mieke Lunenberg, VU University, The Netherlands Mo Ching Magdalena Mok, Hong Kong Institute of Education, Hong Kong Max van Manen, University of Alberta, Canada Rationale: This series purposely sets out to illustrate a range of approaches to Professional Learning and to highlight the importance of teachers and teacher educators taking the lead in reframing and responding to their practice, not just to illuminate the field but to foster genuine educational change. Audience: The series will be of interest to teachers, teacher educators and others in fields of professional practice as the context and practice of the pedagogue is the prime focus of such work. Professional Learning is closely aligned to much of the ideas associated with reflective practice, action research, practitioner inquiry and teacher as researcher.
Polyvocal Professional Learning through Self-Study Research
Edited by Kathleen Pithouse-Morgan University of KwaZulu-Natal, South Africa and Anastasia P. Samaras George Mason University, USA
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6300-218-9 (paperback) ISBN: 978-94-6300-219-6 (hardback) ISBN: 978-94-6300-220-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
All chapters in this book have undergone peer review.
Printed on acid-free paper
All Rights Reserved © 2015 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
To my daughters, May and Beth, for being my most beloved teachers ~ Kathleen
To my grandchildren, Rohan, Lucia, Teo, Susie, and Eli for their sweet voices and love ~ Anastasia
Table of Contents
List of Figures
ix
List of Tables
xi
Acknowledgementsxiii 1. The Power of “We” for Professional Learning Kathleen Pithouse-Morgan and Anastasia P. Samaras
1
2. Work Gloves and a Green Sea Turtle: Collaborating in a Dialogic Process of Professional Learning David P. Evans, Heipua Ka‘ōpua and Anne Reilley Freese
21
3. A Dialogue on Supporting Self-Study Research in the Context of Dutch Teacher Education Amanda Berry, Janneke Geursen and Mieke Lunenberg
39
4. Confronting the Hearing Teacher in Deaf Education: Critical Friends in Self-Study Karen Rut Gísladóttir and Hafdís Guðjónsdóttir
57
5. Jackie and Me, Jackie and Us: Productive Entanglements and Learning Conversations in the Supervision
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