International Handbook of Self-Study of Teaching and Teacher Education Practices

Table of Contents

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   Book Overview
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   Chapter 1 A History and Context of Self-Study of Teaching and Teacher Education Practices
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   Chapter 2 The Nature of Teaching and Learning in Self-Study*
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   Chapter 3 Self-Study As Teaching
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   Chapter 4 Finding A Way Through The Swamp: A Case For Self-Study As Research*
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   Chapter 5 Learning Through Self-Study: The Influence Of Purpose, Participants And Context*
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   Chapter 6 Fundamental Features and Approaches of The S-Step Enterprise*
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   Chapter 7 Voice in Self-Study*
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   Chapter 8 Self-Study In Professional Practice*
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    Chapter 9 Thinking about the Thinking about Self-Study: An Analysis of Eight Chapters
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    Chapter 10 Professional Knowledge, Teacher Education and Self-Study*
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    Chapter 11 Links between Self-Study and Teacher Education Reform*
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    Chapter 12 Research, Practice, and Academia in North America*
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    Chapter 13 Humanistic Research in Self-Study: A History of Transformation*
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    Chapter 14 The Significance of Race and Social Class for Self-Study and The Professional Knowledge Base of Teacher Education$*$
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    Chapter 15 Knowledge, Narrative And Self-Study
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    Chapter 16 Practitioner Inquiry, Knowledge, and University Culture*
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    Chapter 17 Knowledge, Social Justice and Self-Study*
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    Chapter 18 Examples of Practice: Professional Knowledge and Self-Study in Multicultural Teacher Education
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    Chapter 19 Revisioning And Recreating Practice: Collaboration In Self-Study*
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    Chapter 20 The Dialectics of Passion and Theory: Exploring The Relation Between Self-Study and Emotion*
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    Chapter 21 The Methodology of Self-Study and Its Theoretical Underpinnings
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    Chapter 22 What Counts as Evidence in Self-Studies of Teacher Education Practices
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    Chapter 23 Self-Study Through Personal History
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    Chapter 24 Self-Study Through Action Research
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    Chapter 25 Visual Artistic Modes of Representation for Self-Study
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    Chapter 26 Using Information and Communication Technologies for the Self-Study of Teaching
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    Chapter 27 The Reflective Portfolio in Self-Study: Inquiring Into and Representing A Knowledge of Practice
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    Chapter 28 The Epistemological Dimensions and Dynamics of Professional Dialogue In Self-Study
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    Chapter 29 Afterword Moving The Methodology of Self-Study Research and Practice Forward: Challenges and Opportunities
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    Chapter 30 Tracing the Development of Self-Study in Teacher Education Research and Practice
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    Chapter 31 Factors Important for the Scholarship of Self-Study of Teacher Education Practices
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    Chapter 32 Self-Study in School Teaching: Teachers’ Perspectives
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    Chapter 33 The Preservice Practicum: Learning Through Self-Study In A Professional Setting
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    Chapter 34 Self Study in Teaching About Teaching
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    Chapter 35 Self-Study Research in the Context of Teacher Education Programs
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    Chapter 36 Administrators also do Self-Study: Issues of Power and Community, Social Justice and Teacher Education Reform
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    Chapter 37 Identifying Ethical Issues in Self-Study Proposals
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    Chapter 38 Interpreting The What, Why and How of Self-Study In Teaching And Teacher Education