Table Of ContentINTERNATIONAL HANDBOOK OF SELF-STUDY OF TEACHING
AND TEACHER EDUCATION PRACTICES
Springer International Handbooks of Education
VOLUME12
A list of titles in this series can be found at the end of this volume.
International Handbook of
Self-Study of Teaching and
Teacher Education Practices
Part One
Editors:
J. John Loughran
MonashUniversity,Clayton,Victoria,Australia
Mary Lynn Hamilton
UniversityofKansas,Lawrence,USA
Vicki Kubler LaBoskey
MillsCollege,Oakland,California,USA
Tom Russell
Queen’sUniversity,Kingston,Ontario,Canada
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TABLE OF CONTENTS
Preface ix
PART ONE
SECTION 1
UNDERSTANDING THE NATURE AND DEVELOPMENT OF
SELF-STUDY
Section Editor – J. John Loughran 1
Foreword to Section 1 3
1 A history and context of self-study of teaching and teacher
education practices
J. John Loughran 7
2 The nature of teaching and learning in self-study
Anthony Clarke & Gaalen Erickson 41
3 Self-study as teaching
Deborah Tidwell & Linda Fitzgerald 69
4 Finding a way through the swamp: A case for self-study as
research
Vince Ham & Ruth Kane 103
5 Learning through self-study: The influence of purpose,
participants and context
J. John Loughran 151
6 Fundamental features and approaches of the s-step enterprise
Frederick F. Lighthall 193
7 Voice in self-study
Rosebud Elijah 247
8 Self-study in professional practice
Susan Wilcox, Jinx Watson, & Margo Paterson 273
9 Thinking about the thinking about self-study: An analysis of eight
chapters
Robert V. Bullough Jr. & Stefinee E. Pinnegar 313
Appendix to Section 1
Personal history-based beliefs as relevant prior knowledge in course
work
Dianne Holt-Reynolds (AERJ 29(2), 325–349, reprinted with permission
from the publisher) 343
vi TableofContents
SECTION 2
DEVELOPING A PROFESSIONAL KNOWLEDGE BASE
FOR TEACHING
Section Editor – Mary Lynn Hamilton 369
Foreword to Section 2 371
10 Professional knowledge, and self-study teacher education
Mary Lynn Hamilton 375
11 Links between self-study and teacher education reform
Fred Korthagen & Mieke Lunenberg 421
12 Research, practice, and academia in North America
Ardra L. Cole & J. Gary Knowles 451
13 Humanistic research in self-study: A history of transformation
Jerome S. Allender 483
14 The significance of race and social class for self-study and the
professional knowledge base of teacher education
Enora Brown 517
15 Knowledge, Narrative and Self-Study
D. Jean Clandinin & Michael Connelly 575
16 Practitioner Inquiry, knowledge, and university culture
Marilyn Cochran-Smith & Susan L. Lytle 601
17 Knowledge, social justice, and self-study
Morwenna GriYths, Lis Bass, Marilyn Johnston,
& Victoria Perselli 651
18 Examples of practice: Professional knowledge and self-study in
multicultural teacher education
Ann K. Schulte 709
19 Revisioning and recreating practice: Collaboration in self-study
Franc¸oise Bodone, Hafd´ıs Guðjo´nsdo´ttir, & Mary C. Dalmau 743
20 The dialectics of passion and theory: Exploring the relation
between self-study and emotion
Geert Kelchtermans & Mary Lynn Hamilton 785
TableofContents vii
PART TWO
SECTION 3
REPRESENTING SELF-STUDY IN RESEARCH AND PRACTICE
Section Editor – Vicki Kubler LaBoskey 811
Foreword to Section 3 813
21 The methodology of self-study and its theoretical underpinnings
Vicki Kubler LaBoskey 817
22 What counts as evidence in self-studies of teacher education
practices?
Jack Whitehead 871
23 Self-study through personal history
Anastasia P. Samaras, Mark A. Hicks, & Jennifer Garvey Berger 905
24 Self-study through action research
Allan Feldman, Patricia Paugh, & GeoV Mills 943
25 Visual artistic modes of representation for self-study
Sandra Weber & Claudia Mitchell 979
26 Using information and communication technologies for the self-
study of teaching
Garry F. Hoban 1039
27 The reflective portfolio in self-study: Inquiring into and
representing a knowledge of practice
Nona Lyons & Helen Freidus 1073
28 The epistemological dimensions and dynamics of professional
dialogue in self-study
Karen Guilfoyle, Mary Lynn Hamilton, Stefinee Pinnegar,
& Peggy Placier 1109
29 Afterword
Moving the methods of self-study research and practice forward:
Challenges and opportunities
Vicki Kubler LaBoskey 1169
viii TableofContents
SECTION 4
SELF-STUDY IN TEACHING AND TEACHER EDUCATION
Section Editor – Tom Russell 1185
Foreword to Section 4 1187
30 Tracking the development of self-study in teacher education
research and practice
Tom Russell 1191
31 Factors important for the scholarship of self-study of teaching and
teacher education practices
Deborah Trumbull 1211
32 Self-study in school teaching: Teachers’ perspectives
Terri Austin & Joseph C. Senese 1231
33 The preservice practicum: Learning through self-study in a
professional setting
Clive Beck, Anne Freese, & Clare Kosnick 1259
34 Self-study in teaching about teaching
Amanda Berry 1295
35 Self-study research in the context of teacher education programs
Renee Tipton Clift 1333
36 Administrators also do self-study: Issues of power and
community, social justice and teacher education reform
Mary Phillips Manke 1367
37 Identifying ethical issues in self-study proposals
Ian Mitchell 1393
38 Interpreting the what, why and how of self-study in teaching and
teacher education
John Baird 1443
Editor Biographies 1483
Author Biographies 1485
Subject Index 1499
PREFACE
For aconsiderable period of time there have been calls for teacher educators to
teach in ways commensurate with the learning expectations they have for their
student-teachers. Such calls have encouraged many teachers of teaching to
carefully examine their own practice in order to develop deeper understandings
of practice as well as to enhance the learning of their students. Such research
has been termed self-study. Many involved in self-study have found it to be an
empoweringwayofexaminingandlearningaboutpracticewhilesimultaneously
developingnewopportunitiesforexploringscholarshipin,andthrough,teaching.
Hence, although the term rose to prominence through the work of teacher
educators,othersinvolvedinteaching,andforthatmatter,professionalpractice
more generally have also been attracted by the possibilities inherent in such
work. However, although self-study may well be appealing, it does not diminish
the need to constantly examine what is being done, how and why, in order to
further our understanding of the field and to foster development in critical and
useful ways so that the learning through self-study might be accessible and
informative to others.
As a recognisable body of work self-study began to emerge early in the last
decade of the twentieth century. At that time, self-study of teaching and teacher
education practices expanded and developed as substantial interest in the field
was generated. Not surprisingly then, the self-study community was concerned
to consolidate the range of work available within the research literature so that
the learning from and through self-study might be more easily available to the
increasing number of educators seeking to develop their own scholarship in the
field. As a direct result of this concern, initiatives were enacted that led to the
development of this International Handbook of Teaching and Teacher Education
Practices
This Handbook offers an extensive international review of research and prac-
ticeofself-studyaschapterauthorshavequestioned:criticalissuesforself-study;
theresearchandpracticeofself-study;thatwhichcomprisesrelevantandrelated
literature;and,exemplarsofself-studythathighlighttheimportanceandimpact
of such work to the field itself.
As self-study brings together the worlds of research and practice this
Handbook offers practical and theoretical arguments in a symbiotic manner as
each are highlighted and explicated in an examination of how they inform self-
studyasawhole.Insodoing,theapproachtoself-studyofteachingandteacher
education practices used to shape this Handbook draws on the view that the
creation of experiences from which theory, knowledge and practice are created
ix
J. John Loughran et al. (eds.), International Handbook of Self-Study of Teaching and Teacher
Education Practices, ix–xii.
© 2004 Springer.
