Improving Teacher Education Practice Through Self-study

To help teacher educators undertake self-study, this book offers a range of research methodologies, which show what issues experienced teacher educators have chosen to study, how they would research, and what the outcomes were. Throughout, the emphasis is on placing teacher educators' knowledge and practice at the center of their academic work.

Self-study in teacher education is a growing field and a natural progression from the concept of reflective practice for pre-service teachers. This book is designed to introduce teacher educators to the theory and practice of self-study, in order to explore, understand and improve their teaching about teaching.With studies from an international range of contributors, this book illustrates a variety of approaches to self-study. It describes the issues that teacher educators have chosen to study, how they carried out their research and what the learning outcomes were. Throughout, the emphasis is on placing teacher educators' knowledge and practice at the centre of their academic work.This book will be of interest to all teacher educators wishing to improve their knowledge and practice.

Introduction; Chapter 1 Can self-study improve teacher education?, Tom Russell; Part 1 Understanding teaching in teacher education; Chapter 2 Developing an understanding of learning to teach in teacher education, Amanda Berry, John Loughran; Chapter 3 A balancing act, Deborah Tidwell; Chapter 4 Opposites attract, Joseph C. Senese; Chapter 5 Self-study as a way of teaching and learning, Lis Bass, Vicky Anderson-Patton, Jerry Allender; Part 2 Studying teacher educators’ roles and responsibilities; Chapter 6 Guiding new teachers’ learning from classroom experience, Tom Russell; Chapter 7 Learning about our teaching from our graduates, learning about our learning with critical friends, Sandy Schuck, Gilda Segal; Chapter 8 Framing professional discourse with teachers, Mary C. Dalmau, Hafdís Guðjónsdóttir; Chapter 9 Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education?, Charles B. Myers; Part 3 Fostering social justice in teaching about teaching; Chapter 10 The (in)visibility of race in narrative constructions of the self, Enora R. Brown; Chapter 11 “Nothing grand”, Morwenna Griffiths; Chapter 12 Change, social justice, and re-liability, Mary Lynn Hamilton; Part 4 Exploring myths in teacher education; Chapter 13 Myths about teaching and the university professor, Belinda Y. Louie, Richard W. Stackman, Denise Drevdahl, Jill M. Purdy; Chapter 14 What gets “mythed” in the student evaluations of their teacher education professors?, Linda May Fitzgerald, Joan E. Farstad, Deborah Deemer; Chapter 15 Research as a way of knowing and seeing, Jeffrey J. Kuzmic; Part 5 Conclusion; Chapter 16 Understanding self-study of teacher education practices, John Loughran;

John Loughran is a teacher educator at Monash University, Australia.Tom Russell is Professor in the Faculty of Education at Queen’s University, Canada. The authors have previously collaborated on Teaching about Teaching (RoutledgeFalmer, 1999).