Brandon Butler is an associate professor of social studies and teacher education at Old Dominion University in Norfolk, Virginia (USA). He teaches undergraduate, masters, and doctoral students in the areas of elementary social studies, practitioner inquiry and self-study, curriculum and instruction, teacher education, and teacher leadership. His scholarship is focused on the spaces in which teachers and teacher educators learn the work of the teaching and teacher education, including methods courses, doctoral courses, clinical field experiences, critical friendships, and communities of practice, with a particular focus on self-study methodology. His research can be found in a range of national and international journals in the fields of social studies education and teacher education.
Shawn Michael Bullock, Ph.D., P.Phys., is a Reader in the History of Science, Technology and Education at the University of Cambridge, U.K. and a Bye-Fellow of EmmanuelCollege. He uses the lenses offered by the history and philosophy of science and technology to examine issues in education, and has published extensively in the fields of teacher education and professional development, with a particular focus on self-study methodology. Dr. Bullock's diverse contribution to scholarship and teaching is partly reflected by his election to Fellowships of the Royal Astronomical Society, the Royal Geographical Society and the Royal Society for the encouragement of Arts, Manufactures and Commerce. Dr. Bullock also maintains current certifications as a professional physicist and a professional teacher within Canada, and qualified teacher status (QTS) in England.
Series
Edition
Language
Place of publication
Target group
Professional and scholarly
Illustrations
1 s/w Abbildung
XI, 323 p. 1 illus.
Dimensions
Height: 241 mm
Width: 160 mm
Thickness: 24 mm
Weight
ISBN-13
978-981-16-2680-7 (9789811626807)
DOI
10.1007/978-981-16-2681-4
Schweitzer Classification
Brandon Butler is an associate professor of social studies and teacher education at Old Dominion University in Norfolk, Virginia (USA). He teaches undergraduate, masters, and doctoral students in the areas of elementary social studies, practitioner inquiry and self-study, curriculum and instruction, teacher education, and teacher leadership. His scholarship is focused on the spaces in which teachers and teacher educators learn the work of the teaching and teacher education, including methods courses, doctoral courses, clinical field experiences, critical friendships, and communities of practice, with a particular focus on self-study methodology. His research can be found in a range of national and international journals in the fields of social studies education and teacher education.
Shawn Michael Bullock, Ph.D., P.Phys., is a Reader in the History of Science, Technology and Education at the University of Cambridge, U.K. and a Bye-Fellow of EmmanuelCollege. He uses the lenses offered by the history and philosophy of science and technology to examine issues in education, and has published extensively in the fields of teacher education and professional development, with a particular focus on self-study methodology. Dr. Bullock's diverse contribution to scholarship and teaching is partly reflected by his election to Fellowships of the Royal Astronomical Society, the Royal Geographical Society and the Royal Society for the encouragement of Arts, Manufactures and Commerce. Dr. Bullock also maintains current certifications as a professional physicist and a professional teacher within Canada, and qualified teacher status (QTS) in England.
Introduction.- Section I Critical Friendship.- 1 Understanding and improving professional practice through critical friendship.- 2 Critical friendship as a research tool: The what, when, how, and why.- 3 "Do you have five minutes?" An investigation of two doctoral students' critical friendship.- 4 Problematizing the nation of story through critical friendship: An exploration of reframing dissertation writing through collaborative meaning-making events.- 5 And you say he's just a friend: Enhancing critical friendship by actually being friends.- 6 Fostering self-study critical friendships across cultures.- 7 Mediating critical friendship through language: A plurilingual approach.- Section II Collaborative self-study.- 8 The collaborative nature of self-study research.- 9 The 'We-Me' dynamic in a collaborative self study.- 10 Collaborative self-study in navigating stages of teacher education administrative roles: Initiation, service, and relinquishment.- 11 Balancing process and outcomes to further collaboration among teacher education faculty in a self-study learning group.- 12 'Chords of three are not easily broken': Strength to transform through collaborative self-study across places, spaces, and identities.- 13 Researching through place.- Section III Self-study communities of practice.- 14 Self-study communities of practice: The importance of critically inquiring as community.- 15 The power of autobiography: Unpacking the past, understanding the present, and impacting the future while establishing a self-study community of practice.- 16 Contributing to and learning through an evolving self-study community of practice: The experiences of two science teacher educators.- 17 Learning in a self-study community of practice: A collaborative journey in coaching and teaching.- 18 Self-study communities of practice as a hub of professional development: A self-study of 15 years of teacher inquiry.- 19 Polyvocal professional learning through collaborative creativity in self-study.
