Titlebook: 2nd International Handbook of Self-Study of Teaching and Teacher Education; Julian Kitchen,Amanda Berry,Lynn Thomas Living reference work

Cloudburst

Henning Petruck,Alexander Mertensublications in books, journals, and conference proceedings. To provide focus and to avoid overlap with other chapters in this handbook, this chapter reviews research published in . to uncover which educators conduct self-study research and their institutional and national affiliations. Following thi

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Henning Petruck,Alexander Mertenscator knowledge is defined in and through the process of S-STTEP. Of particular interest is the shape and form that teacher educator knowledge takes in S-STTEP; how S-STTEP allows us to uncover, articulate, develop, and represent teacher educator knowledge; and how this knowledge is justified. One m

myelography

Irrepressible

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Leandro Ribeiro Lustosa,Jacques Waldmannntion is given to ways in which S-STEP methodology might be considered hybrid from historical, definitional, methodological, and theoretical perspectives. These considerations are supported by empirical representations of hybridity in S-STEP literature.

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Brochure

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J. Varet,L. Stieltjes,A. Gerard,C. Fouillacefinition of what we mean by methods. Methods used for self-study build on traditional qualitative research methods, but the flexibility and creativity that emerge from self-study research lend itself to versatile creative approaches. The specific methods used in self-study often emerge as a particu

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F. Munck,K. Sauer,F. Walgenwitz,R. Tietzeological inventiveness in composing written accounts of their scholarly work and analysis. Through narrative dialogue, the authors delve into questions of why many self-study researchers perform methodological inventiveness in writing about their research. In addition, the chapter offers four detail

不在灌木叢中

Advances in European Geothermal Researchalogue with common understandings and practices. From this standpoint, I examine three recursive ethical issues in self-study research: (1) struggles with our multiple identities as researchers; (2) tensions among and between collaborators; and (3) the vulnerability of a public-facing methodology. T