Researching Teaching: Exploring Teacher Development through Reflexive Inquiry

Abstract

All chapters conclude with Recommended Readings and most include and Concerns, Parting Comments, and 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.

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