Tidwell / Heston / Fitzgerald Research Methods for the Self-Study of Practice

2009
ISBN: 978-1-4020-9514-6
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 9, 250 Seiten

Reihe: Self-Study of Teaching and Teacher Education Practices

This is a book designed with the teacher educator in mind. It provides in depth examination of specific methods used effectively in self-study research. The chapters are written by researchers engaged in self-study of their practice.

Autoren/Hrsg.

Tidwell, Deborah

Heston, Melissa

Fitzgerald, Linda

Inhaltsverzeichnis

1;Series Editor’s Foreword;6
2;Contents;7
3;Contributors;10
4;Introduction;13
4.1;Deborah L. Tidwell, Melissa L. Heston and Linda M. Fitzgerald;13
5;Part I Self-Study Through the Use of Text;23
5.1;Co/autoethnography: Exploring Our Teaching Selves Collaboratively;24
5.1.1;Auto;25
5.1.2;Ethno;27
5.1.3;Co;27
5.1.4;Graphy;28
5.1.5;Co/Autoethnography;29
5.1.6;Co/Autoethnography Is Rooted in Collaboration;29
5.1.7;The Social Contexts for Co/Autoethnography;30
5.1.7.1; Recognizing Emerging Co/Autoethnographic Questions;31
5.1.8;Consistent Qualities of Co/Autoethnographic Method;32
5.1.9;Tailoring the Data Collection Methods to Meet the Needs of the Co/Autoethnographic Study;34
5.1.10;Co/Autoethnographic Data Analysis;35
5.1.11;Conclusion;36
5.2;Teaching and Learning Through Narrative Inquiry;38
5.2.1;Our Context;38
5.2.1.1; The Puzzles;39
5.2.1.2; Evolution of the Research Methodology;39
5.2.2;Foundational Theoretical Frameworks;41
5.2.2.1; The Role of Self-Study;41
5.2.2.2; The Concept of Teacher Knowledge;41
5.2.2.3; Narrative Inquiry;42
5.2.2.4; Narrative Inquiry, Story, and Self-Study;43
5.2.2.4.1; Story as a Research Device;44
5.2.2.4.2; Story in Teaching and Teacher Education;44
5.2.3; Stories of Experience with Family;45
5.2.3.1; Rosa's Story of Her Father;46
5.2.3.2; Esther's Story of Her Father;46
5.2.3.3; Annie's Story of Her Father;47
5.2.3.4; Nancy's Story of Her Father;47
5.2.3.5; Susan's Story of Her Father;48
5.2.3.6; Teresa's Story of Her Father;48
5.2.4;What We Have Learned;48
5.2.5; Conclusion;51
5.3;Passages: Improving Teacher Education Through Narrative Self-Study;55
5.3.1; Research Questions;56
5.3.2;Methodology;56
5.3.2.1; Teacher Knowledge;56
5.3.2.2; Narrative Inquiry;57
5.3.2.3; Narrative Self-Study;58
5.3.3;Beginning with Ourselves: The Personal Dimension in Narrative Self-Study;58
5.3.3.1; Storytelling;60
5.3.3.2; Autobiography;61
5.3.3.3; Metaphor;64
5.3.3.4; Rules and Practical Principles;65
5.3.3.5; Personal Philosophy of Teaching;66
5.3.3.6; Reflective Journals;67
5.3.3.7; Temporal, Social and Spatial Dimensions in Narrative Self-Study;68
5.3.4;Final Words: Continuing My Narrative Self-Study;69
6;Part II Self-Study Through Discourse and Dialogue;72
6.1;Talking Teaching and Learning: Using Dialogue in Self-Study;73
6.1.1;Beginnings: Catching Currents, Merging Streams;73
6.1.2;Dialogue as Self-Study Methodology;75
6.1.2.1; Starting the Dialogue Process;76
6.1.2.2; Ground Rules: Essentials for a Robust, Productive Dialogue;77
6.1.3;Recalibration Points;78
6.1.4;Effects of Recalibration Points on Teacher Education Practices;80
6.1.4.1; Melissa;80
6.1.4.2; Katheryn;81
6.1.4.3; Linda;81
6.1.5;Using Metaphor to Recalibrate Our Process;82
6.1.6;Cautionary Tales;83
6.1.7;Looking Back and Looking Forward;86
6.1.8;Appendix: Ground Rules;87
6.2;Name It and Claim It: The Methodology of Self-Study as Social Justice Teacher Education;91
6.2.1;Naming the Context;91
6.2.2;Naming the Questions;92
6.2.3;Naming the Methodology;93
6.2.4;Naming the Results;94
6.2.4.1; Student Teacher Outcomes;95
6.2.4.1.1; Overall;95
6.2.4.1.2; Hearing Students' Voices;96
6.2.4.1.3; Explicit Equity Curriculum;96
6.2.4.1.4; Inquiry as Stance;97
6.2.4.2; Role of Self-Study;97
6.2.5;Name It and Claim It;98
6.3;Many Miles and Many Emails: Using Electronic Technologies in Self-Study to Think About, Refine and Reframe Practice;101
6.3.1;Introduction: Finding a Place to Start;101
6.3.2;Self-Study as Tool for Researching Practice;102
6.3.2.1; Self-Study as a Methodology;103
6.3.2.2; Self-Study as Collaboration;103
6.3.2.3; ICTs as Tools for Self-Study;104
6.3.3;A Story of a Long-Distance Self-Study in Perpetual Motion;105
6.3.3.1; The Beginning;105
6.3.3.2; Emergence of a Focus;106
6.3.3.3; From an Emerging Focus to Principles of Practice;108
6.3.3.4; Moving Beyond the Articulation of Principles;109
6.3.3.5; Summary;110
6.3.4;The Use of ICT in Self-Study;110
6.3.4.1; Representing and Sharing Data;111
6.3.4.2; Retrieving, Accessing and Analyzing Data;113
6.3.4.3; Communicating and Editing Data;113
6.3.5;What Have We Learned? What Does It Mean?;113
7;Part III Self-Study Through Visual Representation;117
7.1;Faces and Spaces and Doing Research;118
7.1.1;Introduction;118
7.1.2;Methodology: Epistemology and Social Justice;119
7.1.3;The Context for the Study: Previous Studies in Nottingham;120
7.1.4;The Edinburgh Study;122
7.1.4.1; Methods Used and How They Evolved;122
7.1.5;Making Sense of It All A Messy Business;129
7.1.6;What We Learned;129
7.1.6.1; Diverse Space;129
7.1.6.2; Collaborative Space;130
7.1.6.3; Relevant Space;131
7.1.6.4; Powerful Space;131
7.1.7;Looking to the Future;132
7.2;Facing the Public: Using Photography for Self-Study and Social Action;136
7.2.1;Introduction: Visual Approaches to Self-Study and Social Action;136
7.2.2;Seeing for Ourselves: Curating Self-Study Photo Albums as Social (Action) Texts;137
7.2.2.1; Creating, Curating, and Using Photo Albums for Self-Study;138
7.2.2.2; Photovoice;138
7.2.2.3; Critical Memory Work with Photo Albums;139
7.2.2.4; Protocol for Creating and Curating Self-Study Albums;140
7.2.2.5; Example 1: Reconfiguring the Family Album: "And today I am a teacher";141
7.2.2.6; Example 2: Photovoice: A School Principal Looks at Gender Violence in Her School;143
7.2.3;Methodological Considerations: Features of Curated Photo Albums as Self-Study;144
7.2.4;Self-Study and Change Revisited;147
7.3;Making Meaning of Practice through Visual Metaphor;152
7.3.1;The Emergence of Metaphoric Representations;153
7.3.2;How We Made Meaning from Our Drawings;155
7.3.3;What We have Learned from Using Metaphoric Representation;164
7.3.4;Suggestions for Self-Study Using Metaphoric Representations;166
7.3.4.1; Suggestions on How to Develop a Metaphoric Representation;166
7.3.4.2; Suggestions on How to Analyze a Metaphoric Representation;167
7.4;Creating Representations: Using Collage in Self-study;171
7.4.1;Our Context;171
7.4.2;The Development of our Approach;172
7.4.3;Literature Informing Our Thinking;175
7.4.4;Collage and Ontology;176
7.4.5;Processes in Creating Collage;177
7.4.6;Variations in Our Personal Collaging Processes;179
7.4.7;Conclusions;183
8;Part IV Self-Study on the Impact of Practiceon Students;187
8.1;How Do I Influence the Generation of Living Educational Theories for Personal and Social Accountability in Improving Practice? Using a Living Theory Methodology in Improving Educational Practice;188
8.1.1;The Context for the Study;188
8.1.2;The Research Question(s) that Emerged from the Context;190
8.1.3;The Evolution of the Methodology Over the Course of the Research;196
8.1.3.1; Using a Propositional Perspective in a Living Theory Methodology;197
8.1.3.1.1; Methodological Inventiveness;197
8.1.3.1.2; Action Reflection Cycles;198
8.1.3.1.3; Personal Validation;198
8.1.3.1.4; Social Validation;199
8.1.3.2; Using a Dialectical Perspective in a Living Theory Methodology;199
8.1.3.3; Using an Inclusional Perspective in a Living Theory Methodology;200
8.1.3.4; The Analyses Used to Glean Information from the Research Data;201
8.1.3.4.1; Influence;203
8.1.3.4.2; Narrative;204
8.1.3.5; Other Theoretical Perspectives;205
8.1.4;Concluding Insights;206
8.2;Assumption Interrogation: An Insight into a Self-Study Researcher0s Pedagogical Frame;210
8.2.1;Introduction;188
8.2.1.1; Why Self-Study Methodology?;211
8.2.2;The Learning Context;196
8.2.2.1; Theoretical Position;197
8.2.3;Roundtable Reflection: Learning Through Reflective Inquiry;213
8.2.4;Conducting Roundtable Sessions;214
8.2.4.1; A Triad of Written Reflection Tools;215
8.2.5;Description and Analysis of a Data Thread;216
8.2.5.1; Freewrites and Critical Incident Questionnaires;199
8.2.6;Learning Through Self-Study;222
8.2.7;Conclusion;223
8.3;Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels;227
8.3.1;Literature Review;188
8.3.2;Context of the Study;190
8.3.3;Research Process;196
8.3.3.1; Research During the Preservice Program;197
8.3.3.1.1; Surveying and Interviewing the Student Teachers;197
8.3.3.1.2; Interviewing the Instructors;198
8.3.3.2; Studying the Beginning Teachers;215
8.3.3.2.1; Developing Interview Questions;199
8.3.3.2.2; Problems with the Interview Questions;233
8.3.3.2.3; Conducting Observations in Classrooms;234
8.3.3.2.4; Analyzing the Data on the New Teachers;235
8.3.4;Initial Findings: Seven Priorities for Teacher Education;236
8.3.4.1; Questions that Emerged;237
8.3.4.2; Questions Regarding the Findings;205
8.3.4.2.1; Disseminating Our Findings in Our Institution;237
8.3.4.2.2; Dealing with Sensitive Findings;238
8.3.4.3; Questions Regarding the Research Methodology;239
8.3.4.3.1; Influence of Self-Study;239
8.3.4.3.2; Working with Our Cohort of Teachers;239
8.3.4.4; Applying Our Learning to Our Work as Teacher Educators;240
8.3.5;Concluding Comments;240
8.3.6;Appendix;242
9;Author Index;244
10;Subject Index;248