Making A Difference In Teacher Education Through Self-study: Studies Of Personal, Professional And Program Renewal (self Study Of Teaching And Teacher Education Practices)

MAKING A DIFFERENCE IN TEACHER EDUCATION THROUGH SELF-STUDY Self Study of Teaching and Teacher Education Practices Volume 2 Series Editor John oLughran, Monash University, Clayton, Australia Advisory Board Mary Lynn Hamilton, University of Kansas, USA Ruth Kane, Massey University College of Education, New Zealand Geert Kelchtermans, University of Leuven, Belgium Fred Korthagen, IVLOS Institute of Education, The Netherlands oTm Russell , Queen’s University, Canada MAKING A DIFFERENCE IN TEACHER EDUCATION THROUGH SELF-STUDY Studies of Personal, Professional and Program Renewal Edited by Clare Kosnik Stanford University, U.S.A. Clive Beck University of Toronto, Canada Anne R. Freese University of Hawaii, U.S.A. and Anastasia P. Samaras George Mason University, U.S.A. A C.I.P. Catalogue record for this book is available from the Library of Congress. ISBN-10 ISBN-10 ISBN-13 ISBN-13 1-4020-3527-6 (HB) 1-4020-3528-4 (e-book) 978-1-4020-3527-2 (HB) 978-1-4020-3528-9 (e-book) Published by Springer, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. P www.springeronline.com Cover design by Tina Goertz Printed on acid-free paper All Rights Reserved © 2005 Springer No part of the material protected by this copyright notice may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner. Printed in the Netherlands. Dedication For our parents, Georgina and Henry Madott, Sylvia and Lawrence Beck, Kathleen and Ken Reilley, Magdalene and Savvas Pantelides Table of Contents Series Editor Introduction - John Loughran Foreword - Ken Zeichner ix xiii Introduction xvii Acknowledgements xxi Contributing Authors xxiii Section One – Personal Renewal Section Editors: Anne Freese and Clive Beck 1 Chapter 1 Tom Russell – How 20 Years of Self-Study Changed My Teaching 3 Chapter 2 Lesley Coia and Monica Taylor – From the Inside Out, and the Outside In: Co/Autoethnography as a Means of Professional Renewal Chapter 3 Allan Feldman – Using an Existential Form of Reflection to Understand My Transformation as a Teacher Educatorr 19 35 Chapter 4 The Arizona Group: Peggy Placier, Stefinee Pinnegar, Mary Lynn Hamilton, and Karen Guilfoyle – Exploring the Concept of Dialogue in the Self-Study of Teaching Practices 51 Chapter 5 Anne R. Freese – Transformation Through Self-Study: The Voices of Preservice Teachers 65 Section Two – Professional Renewal Section Editor: Anastasia P. Samaras 81 Chapter 6 Renee T. Clift f , Patricia Brady,, Raull A. Mora,, Soo Joung g Choi, and Jason Stegemoller – From Self-Study to Collaborative Self-Study to Collaborative Self-Study of Collaboration: The evolution of a Research earch Team 85 Chapter 7 Vince Ham and Ronnie Davey – Is Virtual Teaching, Real Teaching? Learnings from Two Self-Studies 101 Chapter 8 Claudia Mitchell – In My Own Handwriting: Textual Evidence and Self-Study 117 vii viii Chapter 9 Peggy Placier, Karen S. Cockrell, Suzanne Burgoyne, Sharon Welch, Helen Neville, 131 and Jite Eferakorho – Theater of the Oppressed as an Instructi