Researching Teaching
Exploring Teacher Development through Reflexive Inquiry
Published on 27. February 2002
Book
Paperback/Softback
220 pages
978-0-205-18076-9 (ISBN)
Description
Researching Teaching, with its attention to personal history influences and the broader contexts of teaching, extends the notion of teacher research beyond a curriculum focus. This text provides insight into the value and process of reflexive inquiry for facilitating and exploring teacher learning and development. The authors' reflexive inquiry framework is constructed around notions of personal empowerment, self-directed learning, the primacy of practice, and personal history. The book contains numerous stories of teacher-researchers exploring their own experiences within the context of professional development inquiry.
The text is divided into four parts. Part I explains what is meant by teaching as reflexive or autobiographical inquiry. Part II focuses on particular ways of researching teaching through autobiographical exploration. Part III emphasizes ways of understanding teaching through researching elements of classroom practice, student experiences, and school contexts. Part IV discusses researching with others. Suggestions and reflections are provided on researching with peers and colleagues, involving students as research partners, and working with "outside researchers."
The text is divided into four parts. Part I explains what is meant by teaching as reflexive or autobiographical inquiry. Part II focuses on particular ways of researching teaching through autobiographical exploration. Part III emphasizes ways of understanding teaching through researching elements of classroom practice, student experiences, and school contexts. Part IV discusses researching with others. Suggestions and reflections are provided on researching with peers and colleagues, involving students as research partners, and working with "outside researchers."
More details
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Weight
1000 gr
ISBN-13
978-0-205-18076-9 (9780205180769)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
All chapters conclude with "Recommended Readings" and most include "Issues and Concerns," "Parting Comments," and "Research Activities."
Purposes and Perspectives of the Book.
The Teacher-Researcher Contributors.
Organization and Overview of the Book.
Uses of the Book.
I.RESEARCHING TEACHING THROUGH REFLEXIVE INQUIRY.
1.Teacher Knowledge and Modes of Teacher Knowing.
What Do Teachers Know? What Do Teachers Need to Know?
Evolution of Research in Teacher Knowledge.
The Political Dimension of Teacher Knowledge.
Perspectives on the Relationship Between Theory and Practice.
Reflexive Inquiry and the Theory-Practice Gap.
Perspectives on Teacher Learning and Development.
2.Teaching as Autobiographical Inquiry.
Autobiographical (Reflexive) Inquiry and Teacher Development.
Forms and Examples of Autobiographical (Reflexive) Inquiry.
Teaching as Autobiography.
Developing Questions about Teaching: Beginning Autobiographical (Reflexive) Inquiry.
II.RESEARCHING TEACHING THROUGH RESEARCHING THE SELF.
3.Personal History Inquiry (with Patti Canzoneri and Jerry Diakiw).
Why Personal History Accounts?
Eliciting Personal History Information.
Writing Personal History Accounts.
Personal History and Teacher Development.
4.Researching the Self through Journal Writing (with Margie Buttignol and Anna Faraone).
Writing Journals.
Using Journals for Self-Understanding.
Journal Keeping and Teacher Development.
5.Researching the Creative Self through Artistic Expression (with Margie Buttignol, Carolyn Jongeward, Deirdre Smith, and Suzanne Thomas).
Teaching as Creative Expression.
Researching and Representing Teaching through Figurative and Expressive Forms.
Other Modes of Inquiry and Representation.
Visual Representations of the Teaching Self.
Creativity and Teacher Development.
III.RESEARCHING TEACHING THROUGH INQUIRY INTO ELEMENTS OF PRACTICE, RELATIONSHIPS, AND CONTEXTS.
Developing a Focus.
Methods of Reflexive Inquiry into Practice, Relationships, and Contexts.
Making Sense of Information Gathered.
Teaching as Inquiry.
6.Researching Practice and Students' Experiences (with Todd Chisholm and Lydia Lanza).
Understanding Teaching through Understanding Students' Experiences.
Contesting Traditional Notions of Research.
Framing and Conducting Focused Reflexive Inquiry into Practice.
The Emergent Nature of Reflexive Inquiry.
Learning from Researching.
7.Researching Schools (with Roger Field and Fran Squire).
Ways of Researching Schools.
Days (Minutes) in the Life of a School.
School Stories as Metaphors for Understanding.
School-Based Reflexive Inquiry and Teacher Development.
IV.RESEARCHING TEACHING THROUGH COLLABORATIVE INQUIRY.
Issues and Questions Associated with Collaborative Inquiry.
8.Researching Teaching through Collaborative Inquiry with Peers (with Danila De Sousa, Catherine Huebel, and Michael Prendergast).
Developing Collaborative Relationships with Peers.
Collaborative Reflexive Inquiry and Professional Development.
9.Researching Teaching through Collaborative Inquiry with Students (with Jane Dalton, Michelle Lantaigne-Richard, and Marina Quattrocchi).
Why Involve Students?
Ways of Involving Students as Coresearchers.
Fostering Collaborative Relationships-Challenging Traditional Roles.
Collaborative Inquiry-For Whom and What?
10.Researching Teaching through Collaborative Inquiry with Outside Researchers (with Anna Henson, Vicki Koivu-Rybicki, Dan Madigan, and James A. Muchmore).
Why Engage in Collaborative Inquiry with Outside Researchers?
Collaboration or Cooperation?: Ensuring Mutually Productive Research Relationships.
Learning with and from Each Other.
Postscript: Extending Notions of Researching Teaching: A Reflexive Conclusion (with Catherine Ebbs).
References.
Bibliography.
Author Index.
Subject Index.
Purposes and Perspectives of the Book.
The Teacher-Researcher Contributors.
Organization and Overview of the Book.
Uses of the Book.
I.RESEARCHING TEACHING THROUGH REFLEXIVE INQUIRY.
1.Teacher Knowledge and Modes of Teacher Knowing.
What Do Teachers Know? What Do Teachers Need to Know?
Evolution of Research in Teacher Knowledge.
The Political Dimension of Teacher Knowledge.
Perspectives on the Relationship Between Theory and Practice.
Reflexive Inquiry and the Theory-Practice Gap.
Perspectives on Teacher Learning and Development.
2.Teaching as Autobiographical Inquiry.
Autobiographical (Reflexive) Inquiry and Teacher Development.
Forms and Examples of Autobiographical (Reflexive) Inquiry.
Teaching as Autobiography.
Developing Questions about Teaching: Beginning Autobiographical (Reflexive) Inquiry.
II.RESEARCHING TEACHING THROUGH RESEARCHING THE SELF.
3.Personal History Inquiry (with Patti Canzoneri and Jerry Diakiw).
Why Personal History Accounts?
Eliciting Personal History Information.
Writing Personal History Accounts.
Personal History and Teacher Development.
4.Researching the Self through Journal Writing (with Margie Buttignol and Anna Faraone).
Writing Journals.
Using Journals for Self-Understanding.
Journal Keeping and Teacher Development.
5.Researching the Creative Self through Artistic Expression (with Margie Buttignol, Carolyn Jongeward, Deirdre Smith, and Suzanne Thomas).
Teaching as Creative Expression.
Researching and Representing Teaching through Figurative and Expressive Forms.
Other Modes of Inquiry and Representation.
Visual Representations of the Teaching Self.
Creativity and Teacher Development.
III.RESEARCHING TEACHING THROUGH INQUIRY INTO ELEMENTS OF PRACTICE, RELATIONSHIPS, AND CONTEXTS.
Developing a Focus.
Methods of Reflexive Inquiry into Practice, Relationships, and Contexts.
Making Sense of Information Gathered.
Teaching as Inquiry.
6.Researching Practice and Students' Experiences (with Todd Chisholm and Lydia Lanza).
Understanding Teaching through Understanding Students' Experiences.
Contesting Traditional Notions of Research.
Framing and Conducting Focused Reflexive Inquiry into Practice.
The Emergent Nature of Reflexive Inquiry.
Learning from Researching.
7.Researching Schools (with Roger Field and Fran Squire).
Ways of Researching Schools.
Days (Minutes) in the Life of a School.
School Stories as Metaphors for Understanding.
School-Based Reflexive Inquiry and Teacher Development.
IV.RESEARCHING TEACHING THROUGH COLLABORATIVE INQUIRY.
Issues and Questions Associated with Collaborative Inquiry.
8.Researching Teaching through Collaborative Inquiry with Peers (with Danila De Sousa, Catherine Huebel, and Michael Prendergast).
Developing Collaborative Relationships with Peers.
Collaborative Reflexive Inquiry and Professional Development.
9.Researching Teaching through Collaborative Inquiry with Students (with Jane Dalton, Michelle Lantaigne-Richard, and Marina Quattrocchi).
Why Involve Students?
Ways of Involving Students as Coresearchers.
Fostering Collaborative Relationships-Challenging Traditional Roles.
Collaborative Inquiry-For Whom and What?
10.Researching Teaching through Collaborative Inquiry with Outside Researchers (with Anna Henson, Vicki Koivu-Rybicki, Dan Madigan, and James A. Muchmore).
Why Engage in Collaborative Inquiry with Outside Researchers?
Collaboration or Cooperation?: Ensuring Mutually Productive Research Relationships.
Learning with and from Each Other.
Postscript: Extending Notions of Researching Teaching: A Reflexive Conclusion (with Catherine Ebbs).
References.
Bibliography.
Author Index.
Subject Index.