Abstract
This chapter explores the relationship between professional knowledge and teacher education and the ways self-study research might strengthen that relationship. To do this, using a cartography metaphor, a series of questions are asked and answered with the Offerarching question of, "What counts as knowledge in the research on the self-study of teaching practices?" Topics in this chapter include: a discussion about the nature of knowledge; a review of the professional knowledge base as it relates to teacher education including political, moral, and ethical issues; and, an examination of how self-study can-should influence these considerations. In the last section of the chapter, the third space is explored as a place where alternative perspectives can challenge the traditional framework for approaching research.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Allender, J. (2001). Teacher self. Lanham, Maryland: Rowman & Littlefield Publishers, Inc.
Anderson, G., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12–21.
Aristotle. (1962). Nicomachean ethics (M. Ostwald, translator). New York: Library of liberal arts.
Arizona Group. (Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1994). Letters from beginners: Negotiating the transition from graduate student to assistant professor. The Journal, 8(2), 71–82.
Arizona Group. (Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1995). Beginning teacher educators reflect on their development. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers (pp. 35–55). London: Falmer Press.
Arizona Group. (Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (1996). Negotiating balance between reforming teacher education and forming self as teacher educator. Teacher Education Quarterly, 23(3), 153–168.
Arizona Group. (Guilfoyle, K., Hamilton, M. L., Pinnegar, S., & Placier, P.) (2000). Myths and Legends of Teacher Education Reform in the 1990s: A Collaborative Self-Study of Four Programs. In J. Loughran & T. Russell (Eds.), Exploring Myths and Legends of Teacher Education. The proceedings of the Third International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 20–24). Kingston, Ontario: Queen’s University.
Baird, J. (1992). Collaborative reflection, systematic enquiry, better teaching In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 124–137). London: Falmer Press.
Ball, D., Lubienski, S., &Mewborn, D. (2001). Research on teaching mathematics. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 433–452). Washington, D.C.: American Educational Research Association.
Barnes, D. (1976). From communication to curriculum. Portsmouth, NH: Boynton/Cook-Heinemann.
Barnes, D. (1992). The significance of teachers’ frames for teaching. In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 9–32). London: Falmer Press.
Bateson, C. (1989). Composing a life. New York: Atlantic Monthly Press.
Bhabha, H. (1994). The location of culture. New York: Routledge.
Bondi, L. (2002, January). Empathy and Identification: Conceptual Resources for feminist fieldwork. Paper presented at RGS-IBG conference in Belfast.
Borko, H., Bellamy, M. L., & Sanders, L. (1992). A cognitive analysis of patterns in science instruction by expert and novice teachers. In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 49–70). London: Falmer Press.
Bourdieu, Pierre. (1990). The logic of practice. (Richard Nice, translator). Stanford, CA.: Stanford University Press.
Briscoe, C. (1992, April). The teacher as learner: interpretations from a case study of teacher change. Paper presented at AERA conference, San Francisco.
Britzman, D. (1991). Practice makes practice. Albany, NY: State University of New York Press.
Buber, M. (1965). The knowledge of man. (Maurice Friedman and Ronald Gregor Smith, translators). London: Allen & Unwin.
Buber, M. (1963). Pointing the way. (Maurice S. Friedman, translator). New York: Harper Torchbooks.
Bullough, R. V., Knowles, J. G., & Crow, N. A. (1991). Emerging as a teacher. London: Routledge & Kegan Paul.
Bullough, R. (1997). Practicing theory and theorizing practice in teacher education. In J. Loughran & T. Russell (Eds.), Teaching about Teaching (pp. 13–31). London: Falmer Press.
Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
Calderhead, J. (1988). Introduction. In J. Calderhead (Ed.), Teachers’ Professional Learning (pp. 1–11). London: Falmer Press.
Calderhead, J. (1988). The development of knowledge structures in learning to teach. In J. Calderhead (Ed.), Teachers’ professional learning (pp. 51–64). London: Falmer Press.
Cambridge Advanced Learner’s Dictionary. (n.d.) Definition of knowledge retrieved July 18, 2003, from http://dictionary.cambridge.org/define.asp?key=44130&dict=cald.
Carter, K. (1990). Teachers’ knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291–310). New York: Macmillan.
Carter, K. (1992). Creating cases for the development of teacher knowledge. In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 109–123). London: Falmer Press.
Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5–12.
Carter, K. (1995). Creating cases for the development of teacher knowledge. In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 109–123).
Carter, K., & Doyle, W. (1987). Teachers’ knowledge structures and comprehension processes. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 147–160). London: Cassell.
Christensen, D. (1996). The professional knowledge-research base for teacher education. In J. Sikula, T. Buttery, & E. Guyton (Eds.), Handbook for Research on teacher education (Second Edition) (pp. 38–52). Washington, D.C.: MacMillan.
Clandinin, D. J. (1986). Classroom practice. London: Falmer Press.
Clandinin, D. Jean. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching (pp. 124 –137). London: Falmer Press.
Clandinin, J. (1993, April). Still learning to teach. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Clandinin, D. J., & Connelly, M. (1995, April). Storying and restorying ourselves: Narrative and reflection. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Clandinin, D. J., & Connelly, F. M. (Eds.). (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.
Clandinin, D. J., & Connelly, F. M. (1996). Teachers’ Professional Knowledge landscapes: Teacher stories – stories of teachers – school stories – stories of schools. Educational Researcher 25(3), 24–30.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative Inquiry. San Francisco: Jossey-Bass.
Clifford, J. (1986). Introduction: Partial truths. In J. Clifford & G. Marcus (Eds.), Writing culture: The poetics and politics of ethnography (pp. 1–26). Berkeley, CA: University of California Press.
Cochran-Smith, M. (1994). The Power of Teacher Research in Teacher Education. In S. Hollings-worth & H. Sockett (Eds.), Teacher Research and Education Reform: 93rd Yearbook of the National Society for the Study of Education, Part I (pp. 142–165). Chicago: University of Chicago Press.
Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32(3), 493–522.
Cochran-Smith, M. (2003). Learning and unlearning: The education of teacher educators. Teaching and Teacher Education, 19(1), 5–28.
Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research The issues that divide. Educational Researcher, 19(2), 2–11.
Cochran-Smith, M., & Lytle, S. (1999). Relationship of knowledge and practice: Teacher learning in communities. In A. Iran-Nejad & C. Pearson (Eds.), Review of research in education (Vol. 24) (pp. 249–306). Washington, D.C.: American Educational Research Association.
Cole, A. L., Elijah, R., & Knowles, J. G. (Eds.). (1998). The heart of the matter: Teacher educators and teacher education reform. San Francisco: Caddo Gap Press.
Cole, A. L., & Finley, S. (Eds.). (1998). Conversations in Community. The proceedings of the second International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Cole, A., & Knowles, J. G. (2000). Researching teaching. New York: Allyn and Bacon.
Collins, P. (1991). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.
Conle, C., Louden, W., & Mildon, D. (1998). Tensions and intentions in group inquiry: A joint self-study. In M. L. Hamilton (w/S. Pinnegar, T. Russell, J. Loughran, & V. LaBoskey) (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 178–193). London: Falmer Press.
Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. Eisner (Ed.), Learning and Teaching the Ways of Knowing, the 84th Yearbook of the National Society for the Study of Education (pp. 174–198). Chicago: The University of Chicago Press.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–11.
Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity. New York: Teachers College Press.
Connelly, F. Michael & Clandinin, Jean. (2000). Narrative understandings of teacher knowledge. Journal of Curriculum and Supervision, 15(4), 315–331.
Craig, C. (2002). School portfolio development: A way to access teacher knowledge. In C. Sugrue & C. Day (Eds.), Developing teachers and teaching practice: International research perspectives (pp. 130–145). London: RoutledgeFalmer.
Danielewicz, J. (2001). Teaching Selves – Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.
Daniels, H. (2001). Vygotsky and Pedagogy. London: Routledge/Falmer Press.
Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: the role of emotion. Teaching and Teacher Education, 17(4), 403–415.
Deleuze, G. (1988). Foucault. Minneapolis, MN: University of Minnesota Press.
Derrida, J. (1978). Writing and Difference. (A. Bass, Translator). Chicago: University of Chicago Press.
Derrida, J. (1976). Of grammatology. (Gayatri Chakravorty Spivak, Translator). Chicago: University of Chicago Press.
Derrida, J. (1978). Writing and Difference. Chicago: University of Chicago Press.
Derrida, J. (1987). The post card: from Socrates to Freud and beyond. (Alan Bass, Translator). Chicago: University of Chicago Press.
Dewey, J. (1916). Democracy and education. New York: MacMillan.
Dewey, J. (1933). Experience and education. New York: MacMillan.
Dewey, J. (1933). How we think, a restatement of the relation of reflective thinking to the educative process. Boston: DC Heath.
Dillard, C. (2002). Walking ourselves back home: The education of teachers with/in the world. Journal of Teacher Education, 53(5), 383–393.
Dilworth, M., & Brown, C. (2001). Consider the difference: Teaching and learning in culturally rich school. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (643–667). Wash-ington, D.C.: American Educational Research Association.
Dinkelman, T. (2003). Self-study in teacher education: a means and ends tool for promoting reflective teaching. Journal of Teacher Education, 54(1), 6–19.
Doyle, W. (1979). Classroom tasks and students’ abilities. In P. Peterson & H. Walberg (Eds.), Research on teaching: Concepts, findings and implications (pp. 138–209). Berkeley, CA: McCutchan.
Duckworth, E. (1991). Twenty-four, forty-two, and I love you: Keeping it complex. Harvard Educational Review, 61(1) 1–24.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
Elliot, J. (1989, April). Action research and the emergence of teacher appraisal in the United Kingdom. Paper presented at the American Educational Research Association, San Francisco.
Elliott, J. (1991). Action research for educational change. Buckingham, UK.: Open University Press.
Ellsworth, E. (1997). Teaching Positions Difference, Pedagogy, and the Power of Address. New York: Teachers College Press.
English, L. (2003). Third space: Contested space, identity and international adult education. Retrieved July 9, 2003 from http://www.oise.utoronoto,ca/CASAE/cnf2002–2002_Papers/english_12002w. pdf, pp. 109–115.
Eraut, M. (1988). Management knowledge: Its nature and its development. In J. Calderhead (Ed.), Teachers’ Professional Learning (pp. 196–204). London: Falmer Press.
Feiman-Nemser, S., & Floden, R. E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd Edition) (pp. 505–526). New York: Macmillan.
Feldman, A. (2003). Validity and Quality in self-study. Educational Researcher, 32(3), 26–28.
Felman, S. (1987). Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge, MA: Harvard University Press.
Fendler, L. (2003). Teacher reflection in a hall of mirrors: Historical influences and political reverberations. Educational Researcher, 32(3), 16–25.
Fenstermacher, G. (1986). Philosophy of research on teaching: Three aspects. In M. Wittrock (Ed.), Handbook of research on teaching (3rd Edition) (pp. 37–49). New York: Macmillan.
Fenstermacher, G. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of Research in Education 20 (pp. 3–56). Washing-ton, D.C.: American Educational Research Association.
Fenstermacher, G. (1997). Foreword. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 3–10). London: Falmer Press.
Feuer, M., Towne, L., & Shavelson, R. (2002). Scientific culture and educational research. Educational Researcher, 31(8), 4–14.
Finley, S., & Knowles, J. G. (1995). Researcher as artist/artist as researcher. Qualitative Inquiry, 1(1), 110–142.
Florio-Ruane, S. (2002). More light: An argument for complexity in studies of teaching and teacher education. Journal of Teacher Education, 53(3), 205–215.
Flynn, M. (1995). Conflicting views on the importance of emotion to human development and growth: Piaget and Whitehead. Interchange 26(4), 365–381.
Foucault, M. (1977). Discipline and punish: The birth of the prison. New York: Pantheon Books.
Foucault, M. (1978). The history of sexuality: Volume 1: An introduction. New York: Vintage books.
Foucault, M. (1980). Truth and power. In C. Gordon (Ed.), Power/knowledge: Selected interviews and other writings 1972–1977 (pp. 109–33). New York: Pantheon Books.
Freire, P. (1970). Pedagogy of the oppressed. (Myra Bergman Ramos, Translator). New York: Herder and Herder.
Good, R. (1993). Editorial: The slippery slopes of postmodernism. Journal of Research in Science Teaching 30(5), 427–28.
Goodlad, J., Soder, R., & Sirotnik, K. (1990). The moral dimensions of teaching. San Francisco: Jossey-Bass.
Goodson, I., & Walker, R. (1991). Biography, Identity and Schooling: Episodes in Educational Research. London: Falmer Press.
Gore, J. (1993). Struggles for pedagogies: Critical and feminist discourses as regimes of truth. New York: Routledge.
Graber, K. (2001). Research on teaching physical education. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 491–519). Washington, D.C.: American Educational Research Association.
Graves, B. (2003). The commitment to theory. Retrieved July, 20, 2003 from the www.postcolonial-web.org/poldiscourse/bhabha3.html.
Grossman, P. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press.
Guilfoyle, K. (1991, April). Understanding the roles of the teacher educator: Impact on relationships with future teachers. Paper presented at the American Educational Research Association Conference, Chicago.
Hamilton, M. L. (2002). Using pictures at an exhibition to explore my teaching practices. In C. Kosnik, A. Freese, & A. Samaras (Eds.), Making a Difference in teacher education through self-study. Proceedings of the Fourth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England (pp. 109–114). Toronto, Ontario: OISE, University of Toronto.
Hamilton, M. L., & LaBoskey, V. (2002, April). Delineating the territory: Reclaiming and defining the self-study of teaching practices. Paper presented at the annual conference of the American Educational Research Association, New Orleans.
Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study In M. L. Hamilton (w/S. Pinnegar, T. Russell, J. Loughran, & V. LaBoskey) (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). London: Falmer Press.
Hansen, D. (2001). Teaching as a moral activity. In V. Richardson (Ed.), Handbook for research on teaching (4th Edition) (pp. 826–857). Washington, D.C.: American Educational Research Association.
Harding, S. (1987). Feminism and methodology. Bloomington, IN: Indiana University Press.
Hargreaves, A. (2000, April). Emotional geographies of teaching and educational change. Paper presented at the annual meeting of the American Education Research Association, New Orleans.
Heaton, R., & Lampert, M. (1993). Learning to hear voices: Inventing a new pedagogy of teacher education. In D. Cohen, M. McLaughlin, & J. Talbert (Eds.), Teaching for understanding: Challenges for policy and practice (pp. 43–83). San Francisco: Jossey-Bass.
Hinchman, K., & Lalik, R. (2000). Power-knowledge formations in literacy teacher education: Exploring the perspectives of two teacher educators. Journal of Educational Research, 93(3), 182–185.
Hoban, G. (2002). The more things change, the more they stay the same – Review of Elusive Science by Lagemann. Teaching and Teacher Education, 18(5), 625–630.
hooks, bell. (1989). Talking back: Thinking feminist, thinking black. Boston, MA: South End Press.
hooks, b. (1994). Teaching to transgress. London: Routledge.
Howe, K. (2001). Qualitative educational research: The philosophical issues. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 201–208).Washington, D.C.: American Educational Research Association.
Huber, J., & !Whelan, K. (1999). A marginal story as a place of possibility: negotiating self on the professional knowledge landscape. Teaching and Teacher Education, 15(4), 381–396.
Huberman, M. (1991, June). Changing minds: The dissemination of research and its effects of practice and theory. Paper presented at the International Study Association on Teacher Thinking, Surrey.
Huberman, M. (1996). Moving mainstream: Taking a closer look at teacher research. Language Arts, 73(2), 124–140.
Hutchings, P., & !Shulman, L. (1999). The scholarship of teaching: new elaborations, new developments. Change 31(5), 10–15.
Jackson, S. (2000). Lines of activity: Performance, historiography, Hull-house domesticity. Ann Arbor, MI: University of Michigan Press.
Jameson, F. (1991). Postmodernism, or The cultural logic of late capitalism. Durham, NC: Duke University Press.
Kanu, Y. (2003). Curriculum as cultural practice: Postcolonial imagination. Journal of the Canadian Association for Curriculum Studies, 1(1), 67–81.
Kelchtermans, G. (1996). Teacher Vulnerability: Understanding its moral and political roots. Cambridge Journal of Education, 26(3), 307–323.
Knowles, G., & Cole, A. (1991, May). We’re just like those we study – They as beginning teachers, we as beginning professors of teacher education: Letters of the first year. Paper presented at the Bergamo Conference on Curriculum Theory and Classroom Practice in Dayton, Ohio.
Knowles, J., & Cole, A. (1994). We’re just like the beginning teachers we study: Letters and reflections on the first year in the professoriate. Curriculum Inquiry, 24(1), 27–52.
Korthagen, F. (2001). Linking practice and theory. Mahwah, NJ: Lawrence Erlbaum.
Korthagen, F., & Lagerwerf, B. (1996). Reframing the relationship between thinking and teacher behaviour: Levels in learning about teaching. Teachers and Teaching: Theory and Practice, 2(2), 161–190.
Korthagen, F., & Kessels, J. (1999). Linking theory and practice: Changing the pedagogy of teacher education. Educational Researcher, 28(4), 4–17.
Kosnik, C., Freese, A., & Samaras, A. (Eds.) (2002). Making a Difference in Teacher Education Through Self-study. Proceedings of the Fourth International conference on Self-study of Teacher Education Practices, Herstmonceux, East Sussex, England. Toronto, Ontario: OISE, University of Toronto.
Kuhn, T. (1970). The structure of scientific revolutions (Second Edition). Chicago: The University of Chicago Press.
Ladson-Billings, G. (2001). Multicultural teacher education: Research, practice, and policy. In J. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 747–759). San Francisco: Jossey-Bass.
Lagemann, E. C. (2000). An elusive science: The troubling history of education research. Chicago: The University of Chicago Press.
Lather, P. (1986). Research as praxis. Harvard Educational Review, 56 (3), 257–277.
Lather, P. (2001, April). Troubling the categories. Paper presented at the American Educational Research Association, Seattle.
Lave, J., & Winger, E. (1991). Situated learning: L egitimate peripheral participation. Cambridge: Cambridge University Press.
Leinhardt, G. (1988). Situated knowledge and expertise in teaching. In J. Calderhead (Ed.), Teachers’ professional learning (pp. 146–168). London: Falmer Press.
Leinhardt, G. (2001). Instructional Explanations: A commonplace for teaching and location for contrast. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 333–357). Washington, D.C.: American Educational Research Association.
Lighthall, F., & Lighthall, M. (1996). What might we learn about teaching by collecting “data” about emotions that teachers experience in connection with their teaching? In J. Richards & T. Russell (Eds.), Empowering our future in Teacher Education. The proceedings of the First International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 144–46). Kingston, Ontario: Queen’s University.
Lighthall, F., & Lighthall, M. (1998). What do teachers feel during their teaching day & how do they manage their emotional experience: Selves, Sentiments, Emotions, & Energy. In A. L. Cole & S. Finley (Eds.), Conversations in Community. The proceedings of the second International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 48–51). Kingston, Ontario: Queen’s University.
Liston, D., & Zeichner, K. (1996). Culture and teaching. Mahwah, NJ: Lawrence Erlbaum Associates.
Loughran, J. (1999). Researching teaching for understanding. In J. Loughran (Ed.), Researching teaching: Methodologies and practices for understanding pedagogy (pp. 1–10). London: Falmer Press.
Loughran, J. (2000). In search of meaning in teaching about teaching: Self-study of teacher education practices. Unpublished manuscript.
Loughran, J., Mitchell, I., & Mitchell, J. (Eds.), (2002). Learning from teacher research. New York: Teachers College Press.
Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton et al. (Eds.), Reconceptualizing Teaching Practice: Self-study in teacher education (pp. 7–18). London: Falmer Press.
Loughran, J., & Russell, T. (Eds.). (2000). Exploring Myths and Legends of Teacher Education. The proceedings of the Third International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Lomax, P., Evans, M., & Parker, Z. (1998). For liberation ... not less for love: A self-study of teacher educators working with a group of teachers who teach pupils with special educational needs. In M. L. Hamilton et al. (Eds.), Reconceptualizing Teaching Practice: Self-study in teacher education (pp. 167–177). London: Falmer Press.
Louie, B., Drevdahl, D., Purdy, J., & Stackman, R. (2003). Advancing the scholarship of teaching through collaborative self-study. Journal of Higher Education, 74(2), 150–177.
Lyons, N. (1990). Dilemmas of knowing: Ethical and epistemological dimensions of teachers’ work and development. Harvard Educational Review, 60(2), 159–180.
Lytle, S., & Cochran-Smith, M. (1991). Teacher research as a way of knowing. Harvard Educational Review, 62(4), 447–474.
Lyotard, J-F. (1984). The postmodern condition: A report on knowledge. (Geoff Bennington & Brian Massumi, translators). Minneapolis: University of Minnesota Press.
MacKinnon, A., & Erickson, G. (1992). The roles of reflective practice and foundational disciplines in teacher education. In T. Russell and H. Munby (Eds.), Teachers and Teaching (192–210). London: Falmer Press.
Makower, J. (1990). The map catalog. New York: Tilden Press.
Manke, M., & Allender, J. (1998). A story game: Playfully exploring the role of interaction and relationship in research methods. In A. L. Cole & S. Finley (Eds.), Conversations in Community. The proceedings of the second International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 30–34). Kingston, Ontario: Queen’s University.
Markus, H., & Nurius, P. (1987). Possible selves: The interface between motivation and the self-concept. In K. Yardley & T. Honess (Eds.), Self and Identity: Psychosocial Perspectives (pp. 157–172). New York: John Wiley & Sons Ltd.
Maxwell, D. (1999). Teachers Embracing the magic: How do effective teachers make use of their intuitive knowledge? Action in Teacher Education, 20(1), 88–98.
Mason, J. (2002). Researching your own practice: The discipline of noticing. London: Routledge-Falmer Press.
McLaren, P. (1986). Schooling as ritual performance. London: Routledge and Kegan Paul.
Merriam–Webster Dictionary. (n.d.) Definition of knowledge, retreived July 28, 2003, from http://www.m-w.com/cgi-bin/dictionary.
Moll, L. (2002). Through the mediation of others: Vygotskian research on teaching. In V. Richardson (Ed.), Handbook for the Research on Teaching (4th Edition) (pp. 111–129). Washington, D.C.: American Educational Research Association.
Munby, H. (1987, April). Metaphors, puzzles, and teachers’ professional knowledge. Paper presented at the annual meeting of American Educational Research Association, Washington, D.C.
Munby, H., & Russell, T. (1992). Frames of reflection: An introduction. In T. Russell & H. Munby (Eds.), Teachers and Teaching (pp. 1–8). London: Falmer Press.
Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45(2), 86–95.
Munby, H., Russell, T., & Martin, A. (2001). Teachers’ knowledge and how it develops. In V. Richardson (Ed.), Handbook of Research on Teaching (4th Edition) (pp. 877–904). Washington, D.C.: American Educational Research Association.
Neufeld, J., & Kompf, M. (2002). Education research and teacher development. In C. Sugrue & C. Day (Eds.), Developing teachers and teaching practice: International research perspectives (pp. 41–57). London: Routledge/Falmer.
Noddings, N. (1984). Caring: a feminine approach to ethics and moral education. Berkeley: University of California Press.
Noddings, N. (2001). The caring teacher. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 99–105). Washington, D.C.: American Educational Research Association.
Northfield, J., & Loughran, J. (1996, August). Learning through self-study: Exploring the development of knowledge (pp. 180–82). Paper presented at the 1st Castle Conference, Herstmonceux, East Sussex.
Orner, M. (1992). Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In C. Luke & J. Gore (Eds.), Feminisms and critical pedagogy (pp. 74–89). New York: Routledge.
Pewewardy, N. L. (2003). Discourse regarding white privilege: Critical content for transformational social work education. Unpublished dissertation, University of Kansas.
Phillips, D. (1987). Validity in qualitative research: Why the worry about warrant will not wane. Education and Urban Society 20(1), 9–24.
Phillips, D. K. (2001, April). Speaking what I speak: Speaking words not my own: Hypomnemata in practice. Presentation at the annual conference of the American Educational Research Association, Seattle.
Phillips, D. K. (2002). Speaking what I speak, speaking words not my own: Hypomnemata in practice. Reflective practice, 3(3), 279–291.
Pinnegar, S. (1993, April). Beginning again: An examination of the beginning of practice for the teacher educator and the teaching education student. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.
Pinnegar, S. (1991, April). From expert to novice to expert to novice again: Expert patterns in the thinking of novice teacher educators. Paper presented at American Educational Research Association Conference, Chicago.
Pinnegar, S. (2003). Personal communication, July 30, 2003.
Placier, P. (1991). Learning Politics: Induction into the professoriate as teacher educator. Paper presented at American Educational Research Association Conference, Chicago.
Polanyi, M. (1967). The tacit dimension. New York: Doubleday.
Polanyi, M. (1962). Personal knowledge. Chicago: University of Chicago Press.
Popkewitz, T. (1997). A changing terrain of knowledge and power: A social epistemology of educational research. Educational Researcher, 26(9), 18–29.
Porter, A., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 259–297). Washington, D.C.: American Educational Research Association.
Rabinow, P., & Sullivan, W. (1987). The interpretive turn: Emergence of an approach. In P. Rabinow & W. Sullivan (Eds.), Interpretive social science (pp. 1–21). Los Angeles: University of California Press.
Regenspan, B. (2002). Toward parallel practices for social justice-focussed teacher education and the elementary school classroom: learning lessons from Dewey’s critique of the division of labor. Teaching and Teacher Education, 18(5), 577–591.
Reason, P. (Ed.) (1994). Participation in human inquiry. Thousand Oaks, CA: Sage Publications.
J. Richards & T. Russell (Eds.). (1996). Empowering our future in Teacher Education. The proceedings of the First International Conference of the Self-Study of Teacher Education Practices, Herst-monceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Richardson, V. (1990). Significant and worthwhile change in teaching practice. Educational Researcher, 19(7), 10–18.
Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23(5), 5–10.
Richardson, V. (1996). Conducting research on teacher education. In F. Murray (Ed.), Handbook for teacher educators (pp. 715–737). San Francisco: Jossey-Bass.
Richardson, V. (1997). Constructivist and teacher education. In V. Richardson (Ed.), Constructivist teacher education: Building a world of new understandings (pp. 3–14). London: Falmer Press.
Richardson, V. (2000, April). Questions worth asking/answers worth questioning. Paper presented at the annual AERA Conference, New Orleans.
Richardson, V. (Ed.). (2001). Handbook of Research on Teaching, (4th Edition). Washington, D.C.: American Educational Research Association.
Richardson, V. (2002a, April). Finding a center for research on teaching. Division K Vice Presidential Address at the annual meeting of the American Educational Research Association, New Orleans.
Richardson, V. (2002b). Teacher Knowledge about language. In C. T. Adger, C. Snow, & D. Christian (Eds.), Whatteachers need to know about language (pp. 85–102). Washington, D.C. & McHenry, IL: Center for Applied Linguistics.
Richert, A. (1992). Voice and power in teaching and learning to teach. In L. Valli (Ed.), Reflective teacher education: Cases and critiques (pp. 187–197). Albany, NY: State University of New York Press.
Rosaldo, R. (1989). Culture and truth: The remaking of social analysis. Boston: Beacon Press.
Sanders, D., & McCutheon, G. (1986). The development of practical theories of teaching. Journal of Curriculum and Supervision, 2(1), 50–67.
Schön, D. (1983). The reflective practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Seixas, P. (2001). Review of research of social studies. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 545–565).Washington, D.C.: American Educational Research Association.
Shavelson, R., & Towne, L. (Eds.). (2002). Scientific research in education: Report of the National Research Council’s Committee on Scientific Principles in Education Research. Washington, DC: National Academy Press.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
Shulman, L. (1999). Taking learning seriously. Change, 31(4), 10–17.
Sleeter, C. E. (2000–2001). Epistemological diversity in research on preservice teacher preparation for historically underserved children. In W. G. Secada (Ed.), Review of Research in Education, 25 (pp. 209–250). Washington, DC: AERA.
Smith, H. (1996, August). Self-study and the development of collective knowledge. In J. Richards & T. Russell (Eds.), Empowering our future in Teacher Education. The proceedings of the First International Conference of the Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England (pp. 170–73). Kingston, Ontario: Queen’s University.
Smith, H. A. (1998). Self-study and the development of collective knowledge. In M. L. Hamilton (w/S. Pinnegar, T. Russell, J. Loughran, & V. LaBoskey) (Eds.), Reconceptualizing Teaching Practice: Self-study in teacher education (pp. 19–29). London: Falmer Press.
Stanford Encyclopedia of Philosophy. (n.d.) Definition of knowledge retrieved July 28, 2003, from http://plato.stanford.edu/entries/self-knowledge/and http://plato.stanford.edu/entries/common-knowledge/.
Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heinemann.
St. Pierre, E. A. (2002). “Science” rejects postmodernism. Educational Researcher, 31(8), 25–27.
Tharp, R., & Gallimore, R. (1988). Rousing minds to life. Cambridge, UK: Cambridge University Press.
Trumbull, D. (1990). Evolving conceptions of teaching: Reflections of one teacher. Curriculum Inquiry, 20(2), 161–182.
Van Manen, M. (1990). Researching lived experience. Albany, NY: State of University of New York.
von Glasersfeld, E. (1989). Cognition, construction of knowledge, and teaching. Synthese, 60(1), 121–140.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, translators). Cambridge, MA: Harvard University Press.
Walter, U. (2002). Into the third space: Exploring the relationship between social work practice and improvisation. Doctoral qualifying paper for research sequence in the School of Social Welfare. Lawrence, Kansas: University of Kansas.
Walter, U. (2002). Toward a third space: ImprOffisation and professionalism in social work. Qualifying exam paper for the proseminar sequence in the School of Social Welfare. Lawrence, Kansas: University of Kansas.
Whitehead, J. (1993). The growth of educational knowledge: Creating your own iving educational theories. Bournemouth: Hyde Publications.
Wells, G. (1999). Dialogic inquiry: Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). ‘150 different ways’ of knowing: Representation of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104–124). London: Cassell.
Wittrock, M. (Ed.). (1986). Handbook of Research on Teaching, third edition. New York: MacMillan.
Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4–15.
Zeichner, K., & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook for research in teaching (4th Edition) (pp. 298–330). Washington, D.C.: American Educational Research Association.
Zembylas, M. (2000). Something ‘paralogical’ under the sun: Lyotard’s Postmodern Condition and science education. Educational Philosophy and Theory, 32(2), 159–184.
Zembylas, M. (2001, September). The emotions of teaching & teacher development: Implications for the continuing professional development of teachers. Paper presented at the 10th biennial conference of the ISATT, Faro, Portugal.
Zembylas, M. (2002a). Constructing genealogies of teachers’ emotions in science teaching. Journal of Research in Science Teaching, 39(1), 79–103.
Zembylas, M. (2002b). “Structures of feeling” in curriculum and teaching: Theorizing the emotional rules. Educational Theory, 52(2), 187–208.
Zembylas, M. (2003). Interrogating “teacher identity”: Emotion, resistance, and self-formation. Educational Theory, 53(1), 107–127.
Zembylas, M., & Barker, H. B. (2002). Preservice teacher attitudes and emotions: Individual spaces, community conversations and transformations. Research in Science Education, 32(3), 329–351.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer
About this chapter
Cite this chapter
Hamilton, M.L. (2004). Professional Knowledge, Teacher Education and Self-Study*. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_10
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6545-3_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1812-1
Online ISBN: 978-1-4020-6545-3
eBook Packages: Springer Book Archive