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
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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.

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