Teaching, Learning, and Enacting of Self-Study Methodology
Mieke Lunenberg (Hrsg.), Anastasia P. Samaras (Hrsg.), Eline Vanassche (Hrsg.), Kathleen Pithouse-Morgan (Hrsg.), Jason K. Ritter (Hrsg.)
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Geisteswissenschaften, Kunst, Musik / Bildungswesen
This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.
transdisciplinary faculty development, Professional development, pedagogy of teacher education, arts-based research, higher education, teaching excellence, Professional learning, Teacher Education, qualitative inquiry, Teacher educators