A History and Context of Self-Study of Teaching and Teacher Education Practices

Loughran, John

doi:10.1007/978-1-4020-6545-3_1

Cited by 325 publications

(201 citation statements)

References 18 publications

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“…With increasing demands on teacher educators to be more involved in research and publishing, the development of a research identity of teacher educators in particular has been studied (Murray 2010). Practice-based enquiry methods such as self-study by teacher educators (Loughran et al 2004) are promoted to improve the practice of teacher educators and contribute to the knowledge base relating to teacher educators. A second theme that has been addressed is that of the professional development of teacher educators.…”

Section: Introductionmentioning

confidence: 99%

The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators

Snoek

Swennen²,

Klink

2011

Professional Development in Education

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Section: Introductionmentioning

confidence: 99%

The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators

Snoek

Swennen²,

Klink

2011

Professional Development in Education

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“…Australian researcher John Loughran explains that self-study combines attention to 'self' as an educator, and to 'study' but usually emphasises one or the other (Loughran, 2004). Dinkelman (2003) defines selfstudy as "intentional and systematic inquiry into one's own practice" (p. 8).…”

Section: Self--studymentioning

confidence: 99%

Reflective practice and inquiry: Let's talk more about inquiry

Earl

Ussher

2016

tandc

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Teachers and Curriculum is an online peer-reviewed publication supported by Wilf Malcolm Institute of Educational Research (WMIER), Faculty of Education, The University of Waikato, Hamilton, New Zealand. It is directed towards a professional audience and focuses on contemporary issues and research relating to curriculum pedagogy and assessment. ISSN 2382-0349 Notes for ContributorsTeachers and Curriculum welcomes• innovative practice papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• research informed papers with a maximum of 3,500 words, plus an abstract or professional summary of 150 words, and up to five keywords;• thinkpieces with a maximum of 1500 words; and• book or resource reviews with a maximum of 1000 words. FocusTeachers and Curriculum provides an avenue for the publication of papers that• raise important issues to do with the curriculum, pedagogy and assessment;• reports on research in the areas of curriculum, pedagogy and assessment;• provides examples of innovative curriculum, pedagogy and assessment practice; and• review books and other resources that have a curriculum, pedagogy and assessment focus. Submitting articles for publicationPlease consult with colleagues prior to submission so that papers are well presented. Articles can be submitted online at http://tandc.ac.nz/ Layout and number of copiesAll submissions must be submitted online as word documents. Text should be one and a half spaced on one side of A4 paper with 20mm margins on all edges. Font = Times New Roman, 11 point for all text and all headings must be clearly defined. Only the first page of the article should bear the title, the name(s) of the author(s) and the address to which reviews should be sent. In order to enable 'blind' refereeing, please do not include author(s) names on running heads. All illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.

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“…There is a long history of research on writing emotionally and identity in social discourses (Barbalet, 2002;Calhoun, Rojek & Turner, 2005;Denzin, 1992Denzin, , 1989Denzin, , 1984 Ellis & Flaherty, 1992;Goleman, 1995;Hochschild, 1983;Kemper, 1990;Lupton, 1998;Rosengeil & Seymour, 1999), and a comparatively more recent history in educational discourses (Clandinin, 2005;Clark, 2001; FlorioRuane, 2001, Hargreaves, 2002Lyons & LaBoskey, 2002;Loughran, Hamilton, LaBoskey & Russell, 2004;Strong-Wilson, 2006). One of the stories told in writer's lore is that Aldous Huxley, the English novelist, author of Brave New World (1932) once advised a budding writer that a white page and a sharp pencil were the pre-requisites for a good writer-a visceral metaphor for splicing the emotional vein, releasing memory, writing subjective, lived experiences, and building identity capital.…”

Section: Introductionmentioning

confidence: 99%

Teacher‐writer memoirs as lens for writing emotionally in a primary teacher education programme

Deegan

2008

Teaching Education

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This paper examines student teachers experiences of writing emotionally through the lens of teacherwriter memoirs. The participants were ninety-nine postgraduate student teachers in a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values-action continuum.Individual freedom was evidenced in moving towards danger and new ways of doing things. Conformity was evidenced in maintaining the status quo and familiar ways of doing things. Implications for teacher education renewal and reform are discussed. IntroductionThere is a long history of research on writing emotionally and identity in social discourses (Barbalet, 2002;Calhoun, Rojek & Turner, 2005;Denzin, 1992Denzin, , 1989Denzin, , 1984 Ellis & Flaherty, 1992;Goleman, 1995;Hochschild, 1983;Kemper, 1990;Lupton, 1998;Rosengeil & Seymour, 1999), and a comparatively more recent history in educational discourses (Clandinin, 2005;Clark, 2001; FlorioRuane, 2001, Hargreaves, 2002Lyons & LaBoskey, 2002;Loughran, Hamilton, LaBoskey & Russell, 2004;Strong-Wilson, 2006). One of the stories told in writer's lore is that Aldous Huxley, the English novelist, author of Brave New World (1932) once advised a budding writer that a white page and a sharp pencil were the pre-requisites for a good writer-a visceral metaphor for splicing the emotional vein, releasing memory, writing subjective, lived experiences, and building identity capital. This metaphor reminds us that all writing is a dialectical tick-tacking between notions of self and emotions at any given time in any particular milieu.While there have been a number of positive developments in initial primary teacher education related to curriculum renewal and development in the last decade in the Republic of Ireland, the official discourse continues to privilege structural matters related to teacher quality, demand and supply (OECD, 2005). In counterpoint to other leading scientific and knowledge-based economies, there have been no major debates and controversies about teaching and teacher education as a technical problem, a problemsolving problem, or a policy problem. There have been no paradigm wars about reflectivity, constructivism or diversity, notwithstanding their centrality in the Primary School Curriculum (1999).One of the outcomes is that little research exists on the ideological, moral and emotional dimensions of teaching and teacher education. What is especially missing is a significant corpus of research on teachers ' "substantive, attitudes, values, beliefs, habits, assumptions, [and] ways of doing things" (Hargreaves, 1992, p. 219).The research project reported here examined how, and in what ways student teachers bridged memories of their own childhood experiences through the prism of teacher-writer memoirs with scenes they are currently experiencing as student teachers in a pr...

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A History and Context of Self-Study of Teaching and Teacher Education Practices

Cited by 325 publications

References 18 publications

The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators

The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators

Reflective practice and inquiry: Let's talk more about inquiry

Teacher‐writer memoirs as lens for writing emotionally in a primary teacher education programme

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