Research Methods for the Self-Study of Practice

von: Deborah Tidwell, Melissa Heston, Linda Fitzgerald

Springer-Verlag, 2009

ISBN: 9781402095146 , 250 Seiten

Format: PDF, OL

Kopierschutz: Wasserzeichen

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Research Methods for the Self-Study of Practice


 

Series Editor’s Foreword

6

Contents

7

Contributors

10

Introduction

13

Deborah L. Tidwell, Melissa L. Heston and Linda M. Fitzgerald

13

Part I Self-Study Through the Use of Text

23

Co/autoethnography: Exploring Our Teaching Selves Collaboratively

24

Auto

25

Ethno

27

Co

27

Graphy

28

Co/Autoethnography

29

Co/Autoethnography Is Rooted in Collaboration

29

The Social Contexts for Co/Autoethnography

30

Recognizing Emerging Co/Autoethnographic Questions

31

Consistent Qualities of Co/Autoethnographic Method

32

Tailoring the Data Collection Methods to Meet the Needs of the Co/Autoethnographic Study

34

Co/Autoethnographic Data Analysis

35

Conclusion

36

Teaching and Learning Through Narrative Inquiry

38

Our Context

38

The Puzzles

39

Evolution of the Research Methodology

39

Foundational Theoretical Frameworks

41

The Role of Self-Study

41

The Concept of Teacher Knowledge

41

Narrative Inquiry

42

Narrative Inquiry, Story, and Self-Study

43

Story as a Research Device

44

Story in Teaching and Teacher Education

44

Stories of Experience with Family

45

Rosa's Story of Her Father

46

Esther's Story of Her Father

46

Annie's Story of Her Father

47

Nancy's Story of Her Father

47

Susan's Story of Her Father

48

Teresa's Story of Her Father

48

What We Have Learned

48

Conclusion

51

Passages: Improving Teacher Education Through Narrative Self-Study

55

Research Questions

56

Methodology

56

Teacher Knowledge

56

Narrative Inquiry

57

Narrative Self-Study

58

Beginning with Ourselves: The Personal Dimension in Narrative Self-Study

58

Storytelling

60

Autobiography

61

Metaphor

64

Rules and Practical Principles

65

Personal Philosophy of Teaching

66

Reflective Journals

67

Temporal, Social and Spatial Dimensions in Narrative Self-Study

68

Final Words: Continuing My Narrative Self-Study

69

Part II Self-Study Through Discourse and Dialogue

72

Talking Teaching and Learning: Using Dialogue in Self-Study

73

Beginnings: Catching Currents, Merging Streams

73

Dialogue as Self-Study Methodology

75

Starting the Dialogue Process

76

Ground Rules: Essentials for a Robust, Productive Dialogue

77

Recalibration Points

78

Effects of Recalibration Points on Teacher Education Practices

80

Melissa

80

Katheryn

81

Linda

81

Using Metaphor to Recalibrate Our Process

82

Cautionary Tales

83

Looking Back and Looking Forward

86

Appendix: Ground Rules

87

Name It and Claim It: The Methodology of Self-Study as Social Justice Teacher Education

91

Naming the Context

91

Naming the Questions

92

Naming the Methodology

93

Naming the Results

94

Student Teacher Outcomes

95

Overall

95

Hearing Students' Voices

96

Explicit Equity Curriculum

96

Inquiry as Stance

97

Role of Self-Study

97

Name It and Claim It

98

Many Miles and Many Emails: Using Electronic Technologies in Self-Study to Think About, Refine and Reframe Practice

101

Introduction: Finding a Place to Start

101

Self-Study as Tool for Researching Practice

102

Self-Study as a Methodology

103

Self-Study as Collaboration

103

ICTs as Tools for Self-Study

104

A Story of a Long-Distance Self-Study in Perpetual Motion

105

The Beginning

105

Emergence of a Focus

106

From an Emerging Focus to Principles of Practice

108

Moving Beyond the Articulation of Principles

109

Summary

110

The Use of ICT in Self-Study

110

Representing and Sharing Data

111

Retrieving, Accessing and Analyzing Data

113

Communicating and Editing Data

113

What Have We Learned? What Does It Mean?

113

Part III Self-Study Through Visual Representation

117

Faces and Spaces and Doing Research

118

Introduction

118

Methodology: Epistemology and Social Justice

119

The Context for the Study: Previous Studies in Nottingham

120

The Edinburgh Study

122

Methods Used and How They Evolved

122

Making Sense of It All A Messy Business

129

What We Learned

129

Diverse Space

129

Collaborative Space

130

Relevant Space

131

Powerful Space

131

Looking to the Future

132

Facing the Public: Using Photography for Self-Study and Social Action

136

Introduction: Visual Approaches to Self-Study and Social Action

136

Seeing for Ourselves: Curating Self-Study Photo Albums as Social (Action) Texts

137

Creating, Curating, and Using Photo Albums for Self-Study

138

Photovoice

138

Critical Memory Work with Photo Albums

139

Protocol for Creating and Curating Self-Study Albums

140

Example 1: Reconfiguring the Family Album: "And today I am a teacher"

141

Example 2: Photovoice: A School Principal Looks at Gender Violence in Her School

143

Methodological Considerations: Features of Curated Photo Albums as Self-Study

144

Self-Study and Change Revisited

147

Making Meaning of Practice through Visual Metaphor

152

The Emergence of Metaphoric Representations

153

How We Made Meaning from Our Drawings

155

What We have Learned from Using Metaphoric Representation

164

Suggestions for Self-Study Using Metaphoric Representations

166

Suggestions on How to Develop a Metaphoric Representation

166

Suggestions on How to Analyze a Metaphoric Representation

167

Creating Representations: Using Collage in Self-study

171

Our Context

171

The Development of our Approach

172

Literature Informing Our Thinking

175

Collage and Ontology

176

Processes in Creating Collage

177

Variations in Our Personal Collaging Processes

179

Conclusions

183

Part IV Self-Study on the Impact of Practiceon Students

187

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

The Context for the Study

188

The Research Question(s) that Emerged from the Context

190

The Evolution of the Methodology Over the Course of the Research

196

Using a Propositional Perspective in a Living Theory Methodology

197

Methodological Inventiveness

197

Action Reflection Cycles

198

Personal Validation

198

Social Validation

199

Using a Dialectical Perspective in a Living Theory Methodology

199

Using an Inclusional Perspective in a Living Theory Methodology

200

The Analyses Used to Glean Information from the Research Data

201

Influence

203

Narrative

204

Other Theoretical Perspectives

205

Concluding Insights

206

Assumption Interrogation: An Insight into a Self-Study Researcher0s Pedagogical Frame

210

Introduction

188

Why Self-Study Methodology?

211

The Learning Context

196

Theoretical Position

197

Roundtable Reflection: Learning Through Reflective Inquiry

213

Conducting Roundtable Sessions

214

A Triad of Written Reflection Tools

215

Description and Analysis of a Data Thread

216

Freewrites and Critical Incident Questionnaires

199

Learning Through Self-Study

222

Conclusion

223

Teacher Education for Literacy Teaching: Research at the Personal, Institutional, and Collective Levels

227

Literature Review

188

Context of the Study

190

Research Process

196

Research During the Preservice Program

197

Surveying and Interviewing the Student Teachers

197

Interviewing the Instructors

198

Studying the Beginning Teachers

215

Developing Interview Questions

199

Problems with the Interview Questions

233

Conducting Observations in Classrooms

234

Analyzing the Data on the New Teachers

235

Initial Findings: Seven Priorities for Teacher Education

236

Questions that Emerged

237

Questions Regarding the Findings

205

Disseminating Our Findings in Our Institution

237

Dealing with Sensitive Findings

238

Questions Regarding the Research Methodology

239

Influence of Self-Study

239

Working with Our Cohort of Teachers

239

Applying Our Learning to Our Work as Teacher Educators

240

Concluding Comments

240

Appendix

242

Author Index

244

Subject Index

248