This book presents research on the intersection of self-study research, digital technologies, and the development of future-oriented practices in teacher education. It explores the changing teacher education landscape by considering issues that are central to doing self-study: context and location; data access, generation and analysis; social and personal media; forms and transformations of pedagogy; identity; and ethics in an increasingly digital world. Self-study research on, with, and around digital technologies is highly significant in education where the rapid development and ubiquity of such technologies are an integral part of teacher educators’ everyday pedagogical and research practices. Blended and virtual environments are now not only commonplaces in which to teach about teaching but also to research about teaching.
The book highlights how digital technologies can enhance the pedagogies and knowledge base of teacher education research and practice while remaining circumspect of grandiose claims. Each chapter addresses aspects of doing self-study with educational technology, and provides issues for discussion and debate for readers wanting to engage in self-study.
Table of Content
SECTION 1 Intermeshing self-study into a digital world.- Chapter 1: Being a self-study researcher of and with digital technologies: An introduction, Alan Ovens and Dawn Garbett.- Chapter 2: Self-Study of Teaching and Teacher Education Practices Methodology and the Digital Turn, Stefinee Pinnegar and Mary Lynn Hamilton.- SECTION 2 Digital technology: practice, research and scholarship.- Chapter 3: Teaching about teaching using technology: The problem of embodiment, Shawn M. Bullock and Tim Fletcher.- Chapter 4: Critical friends. Negotiating time, distance and relationships electronically, Todd S. Hawley, Andrew L. Hostetler, and Geoff Mills.- Chapter 5: Changing our practice and identity go hand-in-hand: A self-study of our efforts to infuse digital technology into our literacy courses, Clare Kosnik, Lydia Menna and Shawn Bullock.- Chapter 6: Connecting Technology, Literacy and Self-Study in English Teacher Education, Benjamin Boche and Melanie Shoffner.- Chapter 7: Leveraging Technology as a Relational Tool: The Self-study of Online Teacher Education Courses, Brian Rice.- Chapter 8: Developing New Understandings of Teaching and Learning: A Self-Study of the Implementation of Constructivist Models of Teacher Education in Online Settings, Helen Freidus, Steve Goss, Mollie Welsh-Kruger.- Chapter 9: Keeping Current: A Self-study of Changes to Practices Supporting Effective Writing Teachers in a Digital World, Susan Martin and Sherry Dismuke.- Chapter 10: Using Multiple Technologies to Put Rhizomatics to Work in Self Study, Adrian D. Martin and Kathryn J. Strom.- Chapter 11: Video Assessment of Reading Teacher Knowledge and Skill in Literacy Assessment and Intervention: A Self-Study Conducted in a Digital World, Lee Ann Tysseling.- Chapter 12: Mobilising teacher education pedagogy through self-study, Contanza Tolosa, Rena Heap, Alan Ovens and Dawn Garbett.- Chapter 13 Thinking in space: Self-study virtual bricolage as a conduit for dialogic professional learning, Kathleen Pithouse Morgan and Anastasia Samaras.- SECTION 3 Reflecting on the possibilities for self-study in a digital world Chapter 14: Looking forward to the possibilities for self-study, Charity Dacey, Kathryn Strom and Linda Abrams.- Chapter 15: Developing teacher education expertise in a digital space, John Loughran.- Chapter 16: Epilogue, Dawn Garbett and Alan Ovens.
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