Knowing, becoming, doing as teacher educators : identity, intimate scholarship, inquiry /
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...
Saved in:
| Online Access: |
Full text (MCPHS users only) |
|---|---|
| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Bingley, U.K. :
Emerald,
2015
|
| Series: | Advances in research on teaching ;
v. 26. |
| Subjects: | |
| Local Note: | ProQuest Ebook Central |
Table of Contents:
- 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.
