Abstract
Understanding the relationship between teaching and learning is essential to an appreciation of self-study as a field of inquiry in its own right. The individual research trajectories in the fields of teaching and learning, particularly in recent years, illustrate su3cient common ground to support the contention that enhanced teaching practice is dependent upon teachers problematizing the ways and contexts in which they learn and make sense of that practice. While this shift, and its current recognition within the academy, is cause for celebration, we suggest that teachers’ problematizing their practice is a not new phenomenon. Indeed, we argue that Schwab was only partly correct when he characterized teaching as having four commonplaces. We contend that self-study is, and always has been, the fifth commonplace and, as such, is the cornerstone of professional practice. Without self-study teaching becomes repetitive not reflective – merely the duplication of models and strategies learned elsewhere and brought to bear unproblem-atically in one’s own classroom. Tracing the interconnectedness between teaching, learning, and self-study is instructive for appreciating how inquiry is construed, defined, and enacted within the profession.
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.
Similar content being viewed by others
References
Barnes, D. (1998). Looking forward: The concluding remarks at the Castle Conference. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. ix-xiv). London: Falmer Press.
Bereiter, C. (1994). Constructivism, socioculturalism, and Popper’s World 3. Educational Researcher, 23(7), 21–23.
Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13.
Berry, A., & Loughran, J. (2000). Developing an understanding of learning to teach in teacher education. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self-Study of Teacher Education Practices (pp. 25–29). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Boydell, D. (1986). Issues in teaching practice supervision research: A review of the literature. Teaching and Teacher Education, 2(2), 115–125.
Brock, P. (2000). Standards of Professional Practice for Accomplished Teaching in Australian Classrooms: A national discussion paper. Australian College of Education, Australian Curriculum Studies Association and Australian Association for Research in Education. Retrieved February 15, 2002, from http://www.austcolled.com.au/dispaper.pdf.
Brown, E. (2000). Identity, education, and the social order: The myth of racelessness. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education: Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 30–35). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Brown, J. (2001). The Definition of a Profession. Princeton, NJ: Princeton University Press.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42.
Brown, J. S., & Duguid, P. (2000). The social life of information. Cambridge, MA: Harvard Business School.
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
Bruner, J. (1966). Toward a theory of instruction. Cambridge, MA: Harvard University Press.
Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
Bruner, J. (1991). Acts of meaning. Cambridge, MA: Harvard University Press.
Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Bruner, J., Goodnow, J., & Austin, A. (1956). A study of thinking. New York: Wiley.
Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research, Educational Researcher, 30(3), 13–21.
Candy, P. (1991). Self-direction for lifelong learning: A comprehensive guide to theory and practice. San Francisco: Jossey-Bass.
Carter, K., Sabers, D., Cushing, Pinnegar, S., & Berliner, D. (1987). Processing and using information about students: a study of expert, nOffice, and postulant teachers. Teaching and Teacher Education, 3(2), 147–157.
Clandinin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
Clandinin, D. J., & Connelly, F. M. (1991). Narrative and story in practice and research. In D. Schon (Ed.), The reflective turn: Case studies in reflective practice (pp. 258–281). New York: Teachers College Press.
Clandinin, J., & Connelly, M. (1996). Teachers’ professional knowledge landscapes: Teacher stories –Stories of teacher – School stories – Stories of schools. Educational Researcher, 25(3), 24–30.
Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on leaching (3rd ed. pp. 255–298). New York: Macmillan.
Clarke, A. (1995). Professional development in practicum settings: Reflective practice under scrutiny. Teaching and Teacher Education, 11(3), 243–262.
Clarke, A. (1998). Born of incidents but thematic in nature: A critique of a prevalent conception of knowledge construction in practicum settings. Canadian Journal of Education, 23(1) 47–62.
Clarke, A. (2001). The landscape of teacher education: Critical points and possible conjectures. Teaching and Teacher Education, 17(5), 599–611.
Clarke, A. (2002, December). Creating and sustaining communities of inquiry in teacher education: Ict and practicum communities. Paper presented at the Australian Association for Research in Education, Brisbane, Australia.
Clarke, A., & Erickson, E. (2003). Teacher inquiry: L iving the research in everyday practice. New York: RoutledgeFalmer.
Clarke, A., & Kelleher, H. (1999). Seeking common ground: Are the principles of cite evident in the student teachers’ evolving sense of their teaching practice? Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec.
Clarke, A., & Mitchell, J. (2001). Teacher educators using technology. Paper presented at the eighth annual International conference on Teacher Research. Vancouver, British Columbia.
Clift, R., Houston, W., & Pugach, M. (Eds.) (1990). Encouraging reflective practice in education. New York: Teachers College Press.
Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23(7), 13–20.
Cobb, P., & Bowers, J. (1999). Cognitive and situated learning perspectives in theory and practice. Educational Researcher, 28(2), 4–15.
Cochran-Smith, M., & Lytle, S. (1993) Inside/outside: Teacher research and knowledge. New York: Teachers College Press.
Cole, A., & Knowles, G. (1995). Methods and issues in a life history approach to self-study. In T. Russell & F. Korthagen (Eds.), Teachers who teach teachers. 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 (pp. 174–198). National Society for the Study of Education Yearbook. Chicago: University of Chicago Press.
Connelly, F. M., & Clandinin, D. J. (1986). On narrative method, personal philosophy, and narrative unites in the story of teaching. Journal of Research in Science Teaching, 23(4), 293–310.
Connelly, F. M., & Clandinin, D. J. (1999). Storied identities: Storied landscapes. New York: Teachers College Press.
Davis, B., Sumara, D., & Luce-Kapler, R. (2000). Engaging minds: Learning and teaching in a complex world. Mahwah, NJ: Laurence Erlbaum.
Davis, B., & Sumara, D. (In press). Constructivist discourses and the field of education: Problems and possibilities. Educational Theory.
Dewey, J. (1916). Essays in experimental logic. Chicago: University of Chicago.
Dinkelman, T. (2000). Self-study in teacher education: A means and ends tool for promoting reflective teaching. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 56–60). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Driver, R., Asoko, H., Leach, J., Mortimer, E. F., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5–12.
Dunkin, M. J. (1996). Types of errors in synthesizing research in education. Review of Educational Research, 66(2), 87–97.
Erickson, F. (1986). Qualitative methods in research on teaching. In M. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 119–161). New York: Macmillan.
Erickson, G. L. (1988). Explorations in the field of reflection: Directions for future research agendas. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 195–205). Vancou-ver: Pacific Educational Press and New York: Teachers College Press.
Erickson, G. (1999, June). Technology and communication in the CIT E program. Paper presented at the Canadian Society for the Study of Education, Sherbrooke, Quebec.
Erickson, G., & Clarke, A. (2001, May). Community, democracy, and authentic partnerships in pre-service teacher education. Paper presented at the Canadian Society for Studies in Education. Quebec City, Montreal.
Erickson, G., Darling, L., Clarke, A., & Mitchell J. (In press). Creating a community of inquiry in a teacher education programme. In N. Bednarz & P. Jonnaert (Eds.), Paradigmes socio-constructivistes et formation des intervenants. Bruxelles: Editions de Boeck.
Erickson, G. L., & McKinnon, A. M. (1991). Seeing classrooms in new ways: On becoming a science teacher. In D. A. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 15–36). New York: Teachers College Press.
Farr Darling, L. (2000). Communities, cohorts and contradictions: Some unanswered questions in teacher education. Journal of Professional Studies, 7(2), 18–27.
Farr Darling, L. (2001). When conceptions colide: Constructing a community of inquiry for teacher education in British Columbia. Journal of Education for Teaching, 27(1), 7–21.
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 (pp. 3–56). Washington, DC: American Educational Research Association.
Fenstermacher, G., & Richardson, V. (1993). The elicitation and reconstruction of practical arguments in teaching. Journal of Curriculum Studies, 25(2), 101–114.
Freese, A., Kosnik, C., & LaBoskey, V. (2000). Three teacher educators explore their understandings and practices of self-study through narrative. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 75–79). Herstmonceux Castle, East Sussex, England. Kings-ton, Ontario: Queen’s University.
Freidus, H. (2000). Narrative research and teacher education: A quest for new insights. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 80–84). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Fullan, M. (1993). Change forces. London: Falmer Press.
Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207–226.
Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In Teacher education 1975, 74th yearbook of the national society for the study of education (pp. 25–52). Chicago: National Society for the Study of Education.
Gage, N. (1980). New prospects for educational research. Australian Educational Researcher, 7(4), 7–25.
Garrison, J. (1994). Realism, Deweyan pragmatism, and educational research. Educational Researcher 23(1), 5–14.
General Teaching Council: Professional Standards (2002). Professional Standards. Retrieved Febru-ary 15, 2002, from: http://www.gtce.org.uk/gtcinfo/code.asp
Goninan, M. (2000). Re-intellectualising teacher education field experience: A reflective examination. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 90–94). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Goodson, I. (1992). Studying teachers’ lives. London: Routledge.
Grimmett, P. P., & MacKinnon, A. M. (1992). Craft knowledge and the education of teachers. In Grant, G. (Ed.), Review of Research in Education, Vol. 18. Washington: AERA.
Grossman, P. (1992). Why models matter: An alternative view on professional growth in teaching. Review of Educational Research, 62(2), 171–179.
Hamilton, M. L. (Ed.) (1998). Reconceptualizing teaching practice. London: Falmer Press.
Hamilton, M. L., & Pinnegar, S. (1998). The value and promise of self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 235–246). London: Falmer Press.
Hargreaves, A. (2000). ‘Four ages of professionalism and professional learning’, Teachers and Teaching: History and Practice, 6(2), 151–182.
Hoban, G. (2002). Teacher learning for educational change: A systems thinking approach. Buckingham: Open University Press.
Houston, W. R., Haberman, M., & Sikula, J. (1990).Handbook of research on teacher education. New York: Macmillan.
Hoyle, E. (1995). Teachers as professionals. In Anderson. L. W. (Ed.), The international encyclopedia of teaching and teacher education (2nd ed., p. xv). Oxford: Pergamon.
House, E. (1994). Is John Dewey eternal? Educational Researcher 23(1), 15–16.
Hutchinson, N. L. (1998). Reflecting critically on teaching to encourage critical reflection. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 124–139). London: Falmer Press.
Johnson, J., Lewis, N., Dahl, K., & and Prieto, A. (2000). Reconstructing selves though story and dialogue. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 118–121). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Kagan, D. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129–169.
Kaplan, J. S. (2000). A journey home: Teaching towards self-understanding. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 126–130). Herst-monceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Korteweg, L., & Mitchell, J. (2001, April). teacher education and educational research. Paper presented at American Education Research Association Annual Conference, Seattle, Washington State.
Kniskern, J. A. (2000). The myth of the well-planned project, or how research is like life: It doesn’t always turn out the way you expected. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 257–263). Herstmonceux Castle, East Sussex, England. Kings-ton, Ontario: Queen’s University.
Knowles, M. (1970). The modern practice of adult education: Andragogy Versus Pedagogy. New York: Association Press.
LaBoskey, V. K., Davies-Samway, K., & Garcia, S. (1998). Cross-institutional action research: A collaborative self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 154–166). London: Falmer Press.
Laboskey, V. K., & Henderson, B. (2000). Stories as a way to join practice and reflection. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 149–153). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Lanier, J. E., & Little, J. W. (1986). Research in teacher education. In M. C. Wittrock. (Ed.), Handbook of research on teaching (3rd ed., p. 528–569). New York: Macmillan.
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture and Activity: An International Journal, 3(3), 149–164.
Lave, J., & Wenger, E. (1991). Situated learning: L egitimate peripheral participation. Cambridge: Cambridge University Press.
Leinhardt, G. (1983). Videotape recording in educational research. In T. Husen and N. Postlethwaite (Eds.), International encyclopedia of education: Research and studies (pp. 5442–5445). Oxford, Eng-land: Pergamon Press Ltd.
Leinhardt, G. (1983a). NOffice and expert knowledge of individual students’ achievement. Educational Psychologis, 18(3), 165–179.
Leinhardt, G. (1990). Capturing craft knowledge in teaching. Educational Researcher, 19(2), 18–25.
Lewison, M. (2003). ‘Teacher inquiry’, in E. P. St. John, S. A. Loescher, & J. S. Bardzell (Eds.), ImprOffing early reading and literacy in grades 1–5: A resource guide for programs that work. Thousand Oaks, CA: Corwin Press, Inc.
Lomax, P., Evans, M., & Parker, Z. (1998). For liberation .. .not less for love: A self-study of teachers educators working with a group of teachers who teach pupils with special educational needs. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 167–177). London: Falmer Press.
Loughran, J. (1996). Developing reflective practice: Learning about teaching and learning through modeling. London: Falmer Press.
Loughran, J., & Northfield, J. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.
Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 7–18). London: Falmer Press.
Loughran, J., & Russell, T. (Eds.) (2000). Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices. Herst-monceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Loughran, J., Mitchell, I., & Mitchell, J. (2002). Learning from teacher research. New York: Teacher’s College Press.
Lyons, N. (2000). Developing exemplars of narrative teaching practices through self-study partnerships: he reflective portfolio narrative. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 164–167). Herstmonceux Castle, East Sussex, England. Kings-ton, Ontario: Queen’s University.
Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, NJ: Lawrence Erlbaum.
McAndrews, S. L. (2000). Asking questions: The impetus for theoretical and pedagogical change. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 173–177). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
McKinnon, A. M., & Erickson, G. L. (1988). Taking Schön’s ideas to a science teaching practicum. In P. P. Grimmett & G. L. Erickson (Eds.), Reflection in teacher education (pp. 113–137). Vancouver: Pacific Educational Press and New York: Teachers College Press.
McNiff, J. (1993). Teaching as learning. London: Routledge.
Mitchell, J. (in press). Online writing: a link to learning in a teacher education program. Teaching and Teacher Education.
Mitchell, J., & Wakefield, J. (2001). Going Public: Pre-service teachers and teacher educators put their thoughts on the line. Information Technology, Education and Society, 2(1), 51–71.
Mitchell, J., Wakefield, J., & Nishi, S. (1999, April). Connections between schools and campus: Extensions in learning. Paper presented at Investigating our Practices Conference. Faculty of Education, UBC.
Mitchell, J., Williams, J., & Pantelao, K. (1999, May). Are there connections? The relationship between a teacher education program and the first year of teaching. Paper presented at Investigating our Practices Conference. Faculty of Education, UBC.
Mulligan, C. W. (2000). Portfolio narrative practices at Colby-Sawyer College. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 191–194). Herst-monceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
National Board for Professional Teaching Standards (2002). National b Board Certification. Retrieved February 15, 2002, from http://www.nbpts.org/nat_board_certification/
Nespor, J. (1994). Knowledge in motion: Space, time and curriculum in undergraduate physics and management. London: Falmer Press.
Oda, L. K. (1998). Harmony, conflict and respect: An Asian-American educator’s self-study. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 113–123). London: Falmer Press.
Pereira, P. (2000). Reconstructing oneself as a learner of mathematics. In J. Loughran. & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 204–207). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Pinnegar, S., Lay, C. D., & Dulude, C. (2000). Exploring narratives to develop a mythology of teaching practice. In J. Loughran & T. Russell (Eds.), Exploring myths and legends of teacher education. Proceedings of the Third International Conference on Self Study of Teacher Education Practices (pp. 208–212). Herstmonceux Castle, East Sussex, England. Kingston, Ontario: Queen’s University.
Pratt, D. (1998). Five perspectives on teaching in adult & higher education. Malabar, Florida: Krieger Publishing.
Pritchard, I. (2001). Travelers and trolls: Practitioner research and institutional review boards, Educational Researcher, 31(3), 3–13.
Richardson, V. (Ed.) (1997). Constructivist teacher education: Building a world of new understandings. London: Falmer Press.
Russell, T., & Munby, H. (1991). Reframing: The role of experience in developing teachers’ professional knowledge. In D. A. Schön (Ed.), The reflective turn: Case studies in and on educational practice (pp. 164–187). New York: Teachers College Press.
Sachs, J. (1997). Reclaiming the agenda of teacher professionalism: An Australian experience, Journal of Education for Teaching, 23(3), 264–277.
Salomon, G. (1993). No distribution with individuals’ cognition: A dynamic interactional view. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. Cambridge: Cambridge University Press.
Schoenfeld, A. (1999). Looking toward the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4–14.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
Schön, D. A. (1988). Coaching reflective teaching. In P. Grimmett & G. Erickson (Eds.), Reflection in teacher education (pp. 19–29). New York: Teachers College Press.
Schön, D. A. (Ed.) (1991). The reflective turn: Case studies in and on educational practice. New York: Teachers College Press.
Schön, D. A. (1993). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
Schwab, J. J. (1978). The Practical: Translation into Curriculum. In I. Westbury & N.J. Wilkof (Eds.), Joseph J. Schwab: Science, curriculum, and liberal education – Selected essays (pp. 365–384). Chi-cago: University of Chicago Press.
Shulman, L. (1981). Disciplines of inquiry in education: An overview. Educational Researcher, 10(6), 12–23.
Smith, J. K. (1983). Quantitative versus qualitative research: An attempt to clarify the issue. Educational Researcher, 12(3), 6–13.
Soltis, J. (1984). On the nature of educational research. Educational Researcher, 13(9), 5–10.
Spillane, J., Reiser, B., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431.
Sykes, G. (1990). Fostering teacher professionalism in schools, in: R. Elmore (Ed.), Restructuring schools: The next generation of educational reform. San Francisco: Jossey Bass.
Tidwell, D. L., & Heston, M. I. (1998). Self-study through the use of practical argument. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice (pp. 45–66). London: Falmer Press.
Weber, S. J., & Mitchell, C. A. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London & Philadelphia: Falmer Press.
Wells, G. (2001). Action, talk, and text: Learning and teaching through inquiry. New York: Teacher’s College Press.
Wenger, E. (1998). Communities of practice. Learning, meaning, and identity. New York: Cambridge University Press.
Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130–178.
Yin, K. (1984). Case study research: Design and methods. Newbury Park, California: Sage Publications.
Zeichner, K. (1987). Alternative paradigms of teacher education. Journal of Teacher Education, 34(3), 3–9.
Zeni., J. (2001). A guide to ethical decision making for insider research. In J. Zeni (Ed.), Ethical issues in practitioner research (pp. 153–166). New York: Teachers College Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2004 Springer
About this chapter
Cite this chapter
Clarke, A., Erickson, G. (2004). The Nature of Teaching and Learning in 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_2
Download citation
DOI: https://doi.org/10.1007/978-1-4020-6545-3_2
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-1812-1
Online ISBN: 978-1-4020-6545-3
eBook Packages: Springer Book Archive