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2nd International Handbook of Self-Study of Teaching and Teacher Education
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2nd International Handbook of Self-Study of Teaching and Teacher Education (Hardback)

Pre-order for despatch on publication.


This international handbook provides a sophisticated re-examination of self-study of teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the Self-Study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teaching, Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the book will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers, theoretically and methodologically rich, highly practical to both novices and experienced practitioners, and with a vision of self-study internationally over the next two decades.

EducationEducation TheoryHigher & further education, tertiary educationTeacher trainingEducationTeaching SkillsTeaching skills & techniques Publisher: Springer Verlag, Singapore Publication Date: 27/08/2020 ISBN-13: 9789811368790  Details: Type: Hardback Format: Books
Availability: Pre-order for despatch on publication. Pre-Order

Julian Kitchen has been actively involved in teacher education scholarship for 15 years. He has published extensively in teacher education, including several articles in Studying Teacher Education: A Journal if Self-Study of Teacher Education Studies, chapters in several Springer volumes, and chapter in both the Springer International Handbook of Teacher Education and the Handbook of Canadian Teacher Education Research: Initial Teacher Education. He is the lead editor of Narrative Inquiries into Curriculum-making in Teacher Education (Emerald), Canadian Perspectives on the Self-Study of Teacher Education Practices (CATE), and Self-Study and Diversity II: Inclusive Teacher Education for a Changing World (Sense). Dr. Kitchen is also the author of Relational Teacher Education and Professionalism, Law and the Ontario Educator (now in 2nd edition). He was editor of Brock Education and is incoming co-editor of Studying Teacher Education. In addition, Dr. Kitchen has received numerous grants for studies of Indigenous education. Finally, he is the Chair-Elect of the SSTEP SIG of AERA. Amanda Berry is a Professor in Education with a high-profile, international reputation in research in teacher learning and development. Her work within the field of Self-study of Teacher Education Practices has been an important line of focus that has evolved through her doctoral dissertation, later published as a Springer book, Tensions in Teaching about Teaching, as well as numerous chapters and journal articles published in international journals (Australian Journal of Education, Teachers and Teaching: Theory and Practice, and Studying Teacher Education) and Handbooks (International Handbook of Self-Study of Teaching and teacher Education practices, Second International Handbook of Science Education and The Sage/BERA Handbook on Education Research). Amanda is a former chair of the Self-Study Special Interest group of the American Education Research Association and has been editing the journal, Studying Teacher Education (self-study journal) for the past 10 years. Hafdis Gudjonsdottir is a Professor in Education with a focus on general and special education pedagogy as well as on research methodology. She has an international reputation and has taught in countries like USA, Australia and Lativa and participated in Nordic and EU research projects with colleguages from countries around Europe. Her work within the field of Self-study of Teacher Education Practices has been an important focus in her professional life and she has published in the journal Studying Teacher Education, had a chapter in the International Handbook of Self-Study of Teaching and teacher Education practices, Team-teaching about Mathematics for all Collaborative self-study, and Polyvocal Professional Learning through Self-Study Research to name few. Hafdis is the chair of the Self-Study Special Interest group of the American Education Research Association for the years 2015-17, and before that she was the program chair for S-Step at AERA for three years, 2007-2010. Dr. Shawn Michael Bullock is assistant professor of science and technology education at Simon Fraser University in British Columbia, Canada. His research interests have long focused on the epistemological and ontological problems of learning from experiences, with particular attention to the ways in which science teachers and science teacher educators learn from problems encountered in practice. His the author of Inside Teacher Education, the co-editor of Self-studies of Science Teacher Education Practices, and many peer reviewed articles spanning the disciplines of self-study methodology, teacher education, science education, and the history of science. He has recently become particularly interested the potentials and pitfalls associated with the maker movement and education and the role of aesthetics in making, technology, and self-study methodology. Dr. Bullock maintains teaching certification in the provinces as Ontario and British Columbia and has earned a Professional Physicist (P.Phys.) designation from the Canadian Association of Physicists. Alicia R. Crowe is an Associate Professor of Social Studies Education and Teacher Education in the School of Teaching, Learning, and Curriculum Studies at Kent State University. She is currently the Interim Associate Dean of Undergraduate Student Services and Director of Teacher Education. Her areas of interest and research include teacher education, social studies education, teacher learning, self-study methodology, and technology in social studies education. Her edited book, Advancing Social Studies Education through Self-Study Methodology, was designed to introduce more social studies educators to self-study methodology and challenge them to use the methodology to better understand and enhance social studies teacher education. Her current co-edited book entitled, Rethinking Social Studies Teacher Education in the Twenty-First Century, is designed to challenge social studies teacher educators to re-think their teacher education purposes, practices, and programs, She has published in journals like Studying Teacher Education, Teacher Education Quarterly, The Social Studies, International Journal of Social Studies Education, Journal of Computing in Teacher Education, and Contemporary Issues in Technology and Teacher Education and presented multiple papers. Monica Taylor is an associate professor and the deputy chair of the Department of Secondary and Special Education at Montclair State University in Montclair, New Jersey. She is currently teaching MAT students in their professional year on site in urban partner schools and is developing a fast track residency program. She is also a doctoral faculty in the Teacher Education and Teacher Development Ph.D. program. Her research interests include urban teacher education, self-study of teacher education practices, co/autoethnography, teacher leadership, and teaching for social justice. She Is the Co-Pi of the Wipro Fellowship grant to nurture science teacher leaders through videoed lesson study, collaborative professional learning communities, and action research in five diverse communities over four years. Dr. Taylor co-wrote A Year in the Life of a Third Space Urban Teacher Residency: Re-inventing Teacher Education with Dr. Klein. Additionally she co-edited Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Her book, Whole Language Teaching, Whole Hearted Practice, focuses on the social justice nature of whole language and inquiry. She has also published in such journals as Teaching and Teacher Education, Studying Teacher Education, and The New Educator.

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