Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry (Advances in Research on Teaching v.26)
By: Mary Lynn Hamilton (editor), Stefinee E. Pinnegar (editor)Hardback
The Advances in Research on Teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.
Introduction to the Book. Section Overview - Identity. Definitions of Identity. Naming-and-Being-Named. Pathways and Experience. Knowledge as a Teacher Educator. Identity Conclusion. Disruption between Identity and Intimate Scholarship. Section Overview - Intimate Scholarship. The Value of the Particular. Vulnerability. Openness. Dialogue as a Tool for Knowing. Oriented Toward the Ontological. Intimate Scholarship Conclusion. Disruption between intimate scholarship and inquiry. Section Overview - Inquiry. Knowing through Inquiry into Experience. Designing Inquiry. Attending to the Process of Inquiry in Intimate Scholarship. Trustworthiness, Coherence, Rigor. Disruption between Inquiry, Conclusion, and International Connections. About the Authors. References. Copyright page. Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Preface - A Deleuzian Journey. Advances in Research on Teaching. Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Final Summary. Discussion of International Connections. Inquiry Conclusion. Disruption - Forming, Framing, and Linking in Developing Research Questions. Disruption - Scrutinizing Trustworthiness in Self-Study of Teacher Education Practices Research. Disruption - What's in a Name? Exploring the Edges of Autoethnography, Narrative and Self-Study of Teacher Education Practice Methodologies.
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