Just Who Do We Think We Are?

Methodologies for Autobiography and Self-Study in Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Teaching, Teaching Methods
Cover of the book Just Who Do We Think We Are? by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781134426263
Publisher: Taylor and Francis Publication: April 15, 2013
Imprint: Routledge Language: English
Author:
ISBN: 9781134426263
Publisher: Taylor and Francis
Publication: April 15, 2013
Imprint: Routledge
Language: English

Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education.

This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including:

* memory work
* fictional practice
* collaborative autobiography
* auto-ethnography
* phenomenology
* image-based approaches.

Such ethical issues likely to arise from self-study as informed consent, self-disclosure and crises of representation are also explored with depth and clarity.

As method takes centre stage in educational and social scientific research, and self-study becomes a key tool for research, training, practice and professional development in education, Just Who Do We Think We Are? provides an invaluable resource for anyone undertaking this form of practitioner research.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education.

This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including:

* memory work
* fictional practice
* collaborative autobiography
* auto-ethnography
* phenomenology
* image-based approaches.

Such ethical issues likely to arise from self-study as informed consent, self-disclosure and crises of representation are also explored with depth and clarity.

As method takes centre stage in educational and social scientific research, and self-study becomes a key tool for research, training, practice and professional development in education, Just Who Do We Think We Are? provides an invaluable resource for anyone undertaking this form of practitioner research.

More books from Taylor and Francis

Cover of the book Travel, Space, Architecture by
Cover of the book Reason and Rationality in Health and Human Services Delivery by
Cover of the book Behaviour and Discipline in Schools by
Cover of the book Multispecies Archaeology by
Cover of the book Ancient African Christianity by
Cover of the book The Responsibility to Protect and the International Criminal Court by
Cover of the book Urban Sustainability in Theory and Practice by
Cover of the book Global Perspectives on Teaching Excellence by
Cover of the book Russian Economic Development Since the Revolution by
Cover of the book Trances, Dances and Vociferations by
Cover of the book Elsie Chamberlain by
Cover of the book The Technique of Film and Video Editing by
Cover of the book The Cathars and the Albigensian Crusade by
Cover of the book Critical New Perspectives in Early Childhood Music by
Cover of the book Handbook of Geophysics and Archaeology by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy