Self-study as a way of teaching and learning: A research collaborative re-analysis of self-study teaching portfolios

Improving Teacher Education Practice through Self-study

Volumn , Issue , 2004, Pages 56-69

  Bass, Lis ^a   Anderson Patton, Vicky ^b   Allender, Jerry ^c  

^a Box 200   (United States)

^b WEST CHESTER UNIVERSITY   (United States)

^c TEMPLE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85139353830     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203018637-7     Document Type: Chapter

References (15)

1. Allender, J.S. (2001) Teacher Self: The Practice of Humanistic Education, Lanham, MD: Rowman & Littlefield.
2. Anderson-Patton, V. (1998) “Creative catalysts: A study of creative teachers from their own perspectives and experiences” (doctoral dissertation, Temple University), Disser- tation Abstracts International, 59/06, 1998.
3. Anderson-Patton, V. and Bass, L. (2000) “How well did we structure and model a self- study stance? Two self-studies of imposing self-studies using teaching portfolios”, in J.J. Loughran and T. Russell (eds) Exploring the Myths and Legends of Teacher Educa- tion: Proceedings of the Third International Conference on Self-Study of Teacher Education Practices, East Sussex, Kingston, Ont.: Queen’s University Faculty of Education __pp. 10–14.
4. Bullough, R.V., Jr and Pinnegar, S. (2001) “Guidelines for quality in autobiographical forms of self-study research”, Educational Researcher, 30 (3): 13–22.
5. Dewey, J. (1933) How we Think: A Restatement of the Relation of Reflective Thinking to the Educative Process, Boston: D.C. Heath.
6. Freidus, H. (1998) “Mentoring portfolio development”, in N. Lyons (ed.) With Portfolio in Hand: Validating the New Teacher Professionalism, New York: Teachers College Press, pp. 51–68.
7. Gipe, J.P. (1998) “Self-study of teacher education practices through the use of the faculty course portfolio”, in M.L. Hamilton (ed.) Reconceptualizing Teaching Practice: Self- study in Teacher Education, London: Falmer Press, pp. 140–6.
8. Gradin, S. and Carter, D. (2001) Writing as Reflective Practice, New York: Longman Publishing Group.
9. Grant, G.E. and Huebner, T.A. (1998) “The portfolio question: The power of self- directed inquiry”, in N. Lyons (ed.) With Portfolio in Hand: Validating the New Teacher Professionalism, New York: Teachers College Press, pp. 156–71.
10. Hamilton, M.L. (ed.) (1998) Reconceptualizing Teaching Practice: Self-study in Teacher Education, London: Falmer Press.
11. LaBoskey, V. (1998) “Have five years of self-study changed teacher education?”, in A.L. Cole and S. Finley (eds) Conversations in Community: Proceedings of the Second Inter- national Conference of the Self-Study of Teacher Education Practices, East Sussex, Kingston, Ont.: Queen’s University Faculty of Education, pp. 1–5.
12. Loughran, J.J. and Northfield, J. (1998) “A framework for the development of self-study practice”, in M.L. Hamilton (ed.) Reconceptualizing Teaching Practice: Self-study in Teacher Education, London: Falmer Press, pp. 7–18.
13. Lyons, N. (ed.) (1998) With Portfolio in Hand: Validating the New Teacher Professionalism, New York: Teachers College Press.
14. Shulman, L. (1998) “Teacher portfolios: A theoretical activity”, in N. Lyons (ed.) With Portfolio in Hand: Validating the New Teacher Professionalism, New York: Teachers College Press, pp. 23–38.
15. Wagner, J. (1985) The Search for Signs of Intelligent Life in the Universe, New York: Harper Collins.