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020 _a9789811081057
024 7 _a10.1007/978-981-10-8105-7
_2doi
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072 7 _aEDU046000
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072 7 _aJNMT
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082 0 4 _a370.711
_223
245 1 0 _aTeaching, Learning, and Enacting of Self-Study Methodology
_h[electronic resource] :
_bUnraveling a Complex Interplay /
_cedited by Jason K. Ritter, Mieke Lunenberg, Kathleen Pithouse-Morgan, Anastasia P. Samaras, Eline Vanassche.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2018.
300 _aXII, 328 p. 23 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSelf-Study of Teaching and Teacher Education Practices,
_x1875-3620 ;
_v19
505 0 _aLearning about self-study of teacher education practices -- Teaching, learning and enacting of self-study research methodology: A readers' guide -- Section 1 Teaching, Learning, and Enacting of Self-Study Methodology in the United States -- Self-study research as a source of professional development and learning within a school of education -- On the tension-fraught enterprise of teaching self-study to colleagues -- Identifying tensions and striving to improve international mathematics teacher educators' practice through self-study -- "Self-study" is not "Self": Researching lived experience in teacher educator development -- Self-study to help teachers engage in diversity -- Using S-step to understand faculty roles in establishing teachers of color -- My journey as a teacher educator -- Begin with yourself: Using self-study methodology in the process of cultivating mindfulness -- Being othered and finding my voice: Using self-study to better understand my experiences as an early childhood teacher educator -- Insight gleaned from our participation in a faculty self-study learning group -- Section 2 Teaching, Learning, and Enacting of Self-Study Methodology in the Netherlands -- Teaching and learning self-study research: Tracing the map -- Saying 'Yes' to the adventure: Navigating a collective journey of self-study research -- Stimulating students growth through written feedback: A self-study on supporting students' research projects -- Experiences of a school based teacher educator: A vignette -- The research inside me: The quest for meaningful research in a shifting academic landscape -- Signposts, profits and pitfalls in teaching and learning self-study research: A conversation -- Section 3 Teaching, Learning, and Enacting of Self-Study Methodology in Flanders (Belgium) -- Retelling and reliving the story: Teacher educators researching their own practice in Flanders (Belgium) -- The role of the teacher educator during supervisory conferences -- Teaching as a general educationist in physical education -- Internship assignments as a bridge between theory and practice?, -- Section 4 Interlude -- Towards a better understanding of teacher educators' professional development: Teacher educators' researcherly disposition as a promising concept -- Section 5 Teaching, Learning, and Enacting of Self-Study Methodology in Polyvocal Professional Communities -- Self-study research in a polyvocal professional community design -- "Standing a messy sandpit": The learning side of self-study research -- Dwelling in the question: Professional empowerment through complex visual self-study -- Learning through enacting Arts-informed self-study research with critical friends -- "Many stories matter": Taking a polyvocal stance in learning about teaching of self-study.
520 _aThis book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.
650 0 _aEducation—Research.
650 1 4 _aTeaching and Teacher Education.
_0http://scigraph.springernature.com/things/product-market-codes/O31000
650 2 4 _aResearch Methods in Education.
_0http://scigraph.springernature.com/things/product-market-codes/O54000
650 2 4 _aProfessional & Vocational Education.
_0http://scigraph.springernature.com/things/product-market-codes/O35000
650 2 4 _aLearning & Instruction.
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700 1 _aRitter, Jason K.
_eeditor.
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700 1 _aLunenberg, Mieke.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aPithouse-Morgan, Kathleen.
_eeditor.
_4edt
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700 1 _aSamaras, Anastasia P.
_eeditor.
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700 1 _aVanassche, Eline.
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710 2 _aSpringerLink (Online service)
776 0 8 _iPrinted edition:
_z9789811081040
776 0 8 _iPrinted edition:
_z9789811081064
830 0 _aSelf-Study of Teaching and Teacher Education Practices,
_x1875-3620 ;
_v19
856 4 0 _uhttps://doi.org/10.1007/978-981-10-8105-7
_yElectronic version-Цахим хувилбар
942 _2ddc
_cEBOOK