ERIC Number: ED492039
Record Type: Non-Journal
Publication Date: 2005-Dec-5
Learning from Research on Teaching: Perspective, Methodology, and Representation. Advances in Research on Teaching. Volume 11
Brophy, Jere, Ed.; Pinnegar, Stefinee, Ed.
This volume is designed to accomplish three primary purposes: (1) illustrate a variety of qualitative methods that researchers have used to study teaching and teacher education; (2) assess the affordances and constraints of these methods and the ways that they focus and shape explorations of teaching; and (3) illuminate representative questions and findings associated with each method described. The book is organized around three issues that impact research in qualitative paradigms: perspective, methodology, and representation. The first section, "Perspective: Whom Should I Ask?," explores what can be learned by assessing teaching from different perspectives (teachers, teacher educators, students, parents), emphasizing that the perspective of the respondent influences what can be learned and shapes both one's questions and potential findings. The second section "Methodology: How Do I Look?," addresses some of the qualitative research strategies that have been used to study teaching, including historical accounts, photos, drawings, and video. The third section, "Representation: How Do I Show What I Saw?," explores the affordances and constraints of narratives, practical arguments, video ethnography, portfolios, and theater as methods for representing research findings. Qualitative research paradigms typically do not make claims based in the kinds of foundational criteria for generating knowledge that establish bases for generalizability. The book addresses this dilemma by providing findings, insights, and claims from qualitative research that appear to be useful in settings beyond those that generated the data, and thus inform one's thinking about teaching and teacher education. In addition, its explorations of the affordances and constraints of qualitative research methods provide insightful and occasionally controversial contributions to one's thinking about research on teaching and teacher education. This book is organized into the following chapters: (1) Listening to Preservice Teachers' Perceptions and Representations of Teacher Education Programs (A. K. Martin and T. Russell); (2) Student-Led Parent Conferences (J. Alleman); (3) Letters from My Grand-Students: Recommendations for Future Teachers (B. Morgan-Fleming, A. F. Marbley, and J. White); (4) Teachers' Personal Models of Instructional Design (S. G. Magliaro and R. N. Shambaugh); (5) A Representative Journey of Teachers' Perceptions of Self: A Readers Theatre (S. Mcmillan and M. A. Price); (6) Building a Self-Reflective Community: Teacher Development with Exemplar Teachers (L. M. Brice et al.); (7) Pre-Service Teachers' Images of Teaching (H. C. Greene and S. G. Magliaro); (8) The Positioning of Preservice Teacher Candidates Entering Teacher Education (C. Dulude Lay et al.); (9) Learning to Teach with Theatre of the Oppressed (P. Placier et al.); (10) Theatrical Representations of Teaching as Performance (S. Schonmann); (11) Living in Tension: Negotiating a Curriculum of Lives on the Professional Knowledge Landscape (J. Huber and D. J. Clandinin); (12) Video Ethnography and Teachers' Cognitive Activities (P. Y. K. Chan and R. C. Harris); (13) Looking at Ourselves: Professional Development as Self-Study (H. Freidus et al.); and (14) Discussion (J. Brophy and S. Pinnegar).
Descriptors: Teaching Methods, Teacher Educators, Teacher Education, Ethnography, Qualitative Research, Research Methodology, Reflective Teaching, Student Attitudes, Instructional Design, Drama, Professional Development, Preservice Teachers
JAI Press. Available from: Elsevier. 11830 Westline Industrial Drive, St. Louis, MO 63146. Tel: 800-545-2522; Fax: 800-535-9935; e-mail: firstname.lastname@example.org; Web site: http://www.elsevier.com/wps/find/books_browse.cws_home.
Publication Type: Books; Collected Works - General
Education Level: Higher Education
Authoring Institution: N/A