Learning about self-study of teacher education practices

John Loughran

doi:10.1007/978-981-10-8105-7_1

Learning about self-study of teacher education practices

John Loughran

Faculty of Education

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

Abstract

To support others to learn about self-study and to understand why it can be so difficult to teach about self-study, it is perhaps helpful to envisage the process as a journey of learning, a journey with a destination that may be arrived at in many and diverse ways. The journey is guided by signposts designed to offer support, encouragement and direction rather than to define a single route. Understanding self-study through the metaphor of a journey and thinking about that metaphor in relation to the destination can help explain the difficulty of simplistically defining self-study. So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and development in teaching teaching can help to explain why that journey matters. In reading the chapters in this book, it is clear that they offer signposts to support a self-study traveller find a way to not only embark on the journey of becoming a more informed professional teacher educator but also to realize the valuing in seeking out that destination.

Original language	English
Title of host publication	Teaching, Learning, and Enacting of Self-Study Methodology
Subtitle of host publication	Unraveling a Complex Interplay
Editors	Jason K. Ritter, Mieke Lunenberg, Kathleen Pithouse-Morgan, Anastasia P. Samaras, Eline Vanassche
Place of Publication	Singapore
Publisher	Springer
Pages	1-7
Number of pages	7
ISBN (Electronic)	9789811081057
ISBN (Print)	9789811081040
DOIs	https://doi.org/10.1007/978-981-10-8105-7_1
Publication status	Published - 2018

Publication series

Name	Self-Study of Teaching and Teacher Education Practices
Publisher	Springer
Volume	19
ISSN (Print)	1875-3620
ISSN (Electronic)	2215-1850

Access to Document

10.1007/978-981-10-8105-7_1

Cite this

Loughran, J. (2018). Learning about self-study of teacher education practices. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay (pp. 1-7). (Self-Study of Teaching and Teacher Education Practices; Vol. 19). Springer. https://doi.org/10.1007/978-981-10-8105-7_1

Loughran, John. / Learning about self-study of teacher education practices. Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. editor / Jason K. Ritter ; Mieke Lunenberg ; Kathleen Pithouse-Morgan ; Anastasia P. Samaras ; Eline Vanassche. Singapore : Springer, 2018. pp. 1-7 (Self-Study of Teaching and Teacher Education Practices).

@inbook{4460524f1004436390143d9480c62b55,

title = "Learning about self-study of teacher education practices",

abstract = "To support others to learn about self-study and to understand why it can be so difficult to teach about self-study, it is perhaps helpful to envisage the process as a journey of learning, a journey with a destination that may be arrived at in many and diverse ways. The journey is guided by signposts designed to offer support, encouragement and direction rather than to define a single route. Understanding self-study through the metaphor of a journey and thinking about that metaphor in relation to the destination can help explain the difficulty of simplistically defining self-study. So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and development in teaching teaching can help to explain why that journey matters. In reading the chapters in this book, it is clear that they offer signposts to support a self-study traveller find a way to not only embark on the journey of becoming a more informed professional teacher educator but also to realize the valuing in seeking out that destination.",

author = "John Loughran",

year = "2018",

doi = "10.1007/978-981-10-8105-7_1",

language = "English",

isbn = "9789811081040",

series = "Self-Study of Teaching and Teacher Education Practices",

publisher = "Springer",

pages = "1--7",

editor = "Ritter, {Jason K.} and Mieke Lunenberg and Kathleen Pithouse-Morgan and Samaras, {Anastasia P.} and Eline Vanassche",

booktitle = "Teaching, Learning, and Enacting of Self-Study Methodology",

}

Loughran, J 2018, Learning about self-study of teacher education practices. in JK Ritter, M Lunenberg, K Pithouse-Morgan, AP Samaras & E Vanassche (eds), Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. Self-Study of Teaching and Teacher Education Practices, vol. 19, Springer, Singapore, pp. 1-7. https://doi.org/10.1007/978-981-10-8105-7_1

Learning about self-study of teacher education practices. / Loughran, John.
Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. ed. / Jason K. Ritter; Mieke Lunenberg; Kathleen Pithouse-Morgan; Anastasia P. Samaras; Eline Vanassche. Singapore: Springer, 2018. p. 1-7 (Self-Study of Teaching and Teacher Education Practices; Vol. 19).

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review

TY - CHAP

T1 - Learning about self-study of teacher education practices

AU - Loughran, John

PY - 2018

Y1 - 2018

N2 - To support others to learn about self-study and to understand why it can be so difficult to teach about self-study, it is perhaps helpful to envisage the process as a journey of learning, a journey with a destination that may be arrived at in many and diverse ways. The journey is guided by signposts designed to offer support, encouragement and direction rather than to define a single route. Understanding self-study through the metaphor of a journey and thinking about that metaphor in relation to the destination can help explain the difficulty of simplistically defining self-study. So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and development in teaching teaching can help to explain why that journey matters. In reading the chapters in this book, it is clear that they offer signposts to support a self-study traveller find a way to not only embark on the journey of becoming a more informed professional teacher educator but also to realize the valuing in seeking out that destination.

AB - To support others to learn about self-study and to understand why it can be so difficult to teach about self-study, it is perhaps helpful to envisage the process as a journey of learning, a journey with a destination that may be arrived at in many and diverse ways. The journey is guided by signposts designed to offer support, encouragement and direction rather than to define a single route. Understanding self-study through the metaphor of a journey and thinking about that metaphor in relation to the destination can help explain the difficulty of simplistically defining self-study. So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and development in teaching teaching can help to explain why that journey matters. In reading the chapters in this book, it is clear that they offer signposts to support a self-study traveller find a way to not only embark on the journey of becoming a more informed professional teacher educator but also to realize the valuing in seeking out that destination.

U2 - 10.1007/978-981-10-8105-7_1

DO - 10.1007/978-981-10-8105-7_1

M3 - Chapter (Book)

SN - 9789811081040

T3 - Self-Study of Teaching and Teacher Education Practices

SP - 1

EP - 7

BT - Teaching, Learning, and Enacting of Self-Study Methodology

A2 - Ritter, Jason K.

A2 - Lunenberg, Mieke

A2 - Pithouse-Morgan, Kathleen

A2 - Samaras, Anastasia P.

A2 - Vanassche, Eline

PB - Springer

CY - Singapore

ER -