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Knowing, becoming, doing as teacher ...

Hamilton, Mary Lynn.

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Knowing, becoming, doing as teacher educators = identity, intimate scholarship, inquiry /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Knowing, becoming, doing as teacher educators/ edited by Mary Lynn Hamilton, Stefinee Pinnegar.
Reminder of title:	identity, intimate scholarship, inquiry /
other author:	Hamilton, Mary Lynn.
Published:	Bingley, U.K. :Emerald Group Publishing, : 2015.,
Description:	1 online resource (xxxvii, 369 p.)
[NT 15003449]:	Section overview : identity -- Definitions of identity -- Naming-and-being-named -- Pathways and experience -- Knowledge of a teacher educator -- Identity conclusion -- Disruption between identity and intimate scholarship -- Disruption : what's in a Name? Exploring the edges of autoethnography, narrative and self-study of teacher education practice methodologies -- Section overview : intimate scholarship -- The value of the particular -- Vulnerability -- Openness -- Dialogue as a tool for knowing -- Oriented toward the ontological -- Intimate scholarship conclusion -- Disruption between intimate scholarship and inquiry -- Disruption : scrutinizing trustworthiness in self-study of teacher education practices research -- Knowing through inquiry into experience -- Designing inquiry -- Attending to the process of inquiry in intimate scholarship -- Trustworthiness, coherence, rigor -- Inquiry conclusion -- Disruption between inquiry, conclusion, and international connections -- Disruption : forming, framing, and linking in developing research questions -- Final Summary.
Subject:	Teachers - Training of. -
Online resource:	http://www.emeraldinsight.com/1479-3687/26
ISBN:	9781784411398 (electronic bk.)

Knowing, becoming, doing as teacher educators = identity, intimate scholarship, inquiry /
Knowing, becoming, doing as teacher educatorsidentity, intimate scholarship, inquiry /[electronic resource] :edited by Mary Lynn Hamilton, Stefinee Pinnegar. - 1st ed. - Bingley, U.K. :Emerald Group Publishing,2015. - 1 online resource (xxxvii, 369 p.) - Advances in research on teaching,v. 261479-3687 ;. - Advances in research on teaching ;v. 26..

Includes bibliographical references.

Section overview : identity -- Definitions of identity -- Naming-and-being-named -- Pathways and experience -- Knowledge of a teacher educator -- Identity conclusion -- Disruption between identity and intimate scholarship -- Disruption : what's in a Name? Exploring the edges of autoethnography, narrative and self-study of teacher education practice methodologies -- Section overview : intimate scholarship -- The value of the particular -- Vulnerability -- Openness -- Dialogue as a tool for knowing -- Oriented toward the ontological -- Intimate scholarship conclusion -- Disruption between intimate scholarship and inquiry -- Disruption : scrutinizing trustworthiness in self-study of teacher education practices research -- Knowing through inquiry into experience -- Designing inquiry -- Attending to the process of inquiry in intimate scholarship -- Trustworthiness, coherence, rigor -- Inquiry conclusion -- Disruption between inquiry, conclusion, and international connections -- Disruption : forming, framing, and linking in developing research questions -- Final Summary.

The Advances in research on teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.

ISBN: 9781784411398 (electronic bk.)Subjects--Topical Terms:

2115490
Teachers
--Training of.

LC Class. No.: LB1707 / .K56 2015

Dewey Class. No.: 370.711

Knowing, becoming, doing as teacher educators = identity, intimate scholarship, inquiry /
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505 0 $a Section overview : identity -- Definitions of identity -- Naming-and-being-named -- Pathways and experience -- Knowledge of a teacher educator -- Identity conclusion -- Disruption between identity and intimate scholarship -- Disruption : what's in a Name? Exploring the edges of autoethnography, narrative and self-study of teacher education practice methodologies -- Section overview : intimate scholarship -- The value of the particular -- Vulnerability -- Openness -- Dialogue as a tool for knowing -- Oriented toward the ontological -- Intimate scholarship conclusion -- Disruption between intimate scholarship and inquiry -- Disruption : scrutinizing trustworthiness in self-study of teacher education practices research -- Knowing through inquiry into experience -- Designing inquiry -- Attending to the process of inquiry in intimate scholarship -- Trustworthiness, coherence, rigor -- Inquiry conclusion -- Disruption between inquiry, conclusion, and international connections -- Disruption : forming, framing, and linking in developing research questions -- Final Summary.
520 $a The Advances in research on teaching series was established to provide state-of-the-art conceptualization and analysis of the processes involved in functioning as a classroom teacher. These include not only the behaviors of teachers that can be observed in the classroom, but also the planning, thinking, and decision making that occur before, during, and after interaction with students.
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