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

• Άλλοι συγγραφείς: Hamilton, Mary Lynn, Pinnegar, Stefinee E.
• Μορφή: Ηλεκτρονική πηγή Ηλ. βιβλίο
• Γλώσσα: English
• Έκδοση: Bingley, U.K. : Emerald, 2015.
• Σειρά: Advances in research on teaching ; v. 26.
• Θέματα: Education > General.; Education > Teaching Methods & Materials > General.; Teaching skills & techniques.; Teachers > Training of.; Educational research.

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...

Πίνακας περιεχομένων:

• 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.