A Topography of Collaboration: Methodology, identity and community in self-study of practice research.
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| Title: | A Topography of Collaboration: Methodology, identity and community in self-study of practice research. |
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| Authors: | Hamilton, MaryLynn1 (AUTHOR), Pinnegar, Stefinee2 (AUTHOR) stefinee@byu.edu |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Apr2013, Vol. 9 Issue 1, p74-89. 16p. |
| Subject Terms: | *Teacher education, *Cooperative research, *Methodology, *Teachers & community, *Scholarly method, Topographical databases |
| Abstract: | Through the use of the metaphoric tool of topography, two educational researchers explore the development of their understanding of collaboration in self-study of teacher education practices research. The researchers communicate their perceptions through the presentation of four topographic moments. Each topographic moment is represented by a poem and the analysis of the poem. The four moments explored include the self in collaboration, the positioning of the self and the other on the landscape of collaboration, the way in which collaboration impacts research methodology, and the role of representation and community. The poems stand as landscape markers used to metaphorically capture and communicate the authors' understandings. The way in which collaboration influences the layers of methodology contributes to the identity of teacher educator/researchers and establishes a community of scholarship in self-study research. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Through the use of the metaphoric tool of topography, two educational researchers explore the development of their understanding of collaboration in self-study of teacher education practices research. The researchers communicate their perceptions through the presentation of four topographic moments. Each topographic moment is represented by a poem and the analysis of the poem. The four moments explored include the self in collaboration, the positioning of the self and the other on the landscape of collaboration, the way in which collaboration impacts research methodology, and the role of representation and community. The poems stand as landscape markers used to metaphorically capture and communicate the authors' understandings. The way in which collaboration influences the layers of methodology contributes to the identity of teacher educator/researchers and establishes a community of scholarship in self-study research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17425964 |
| DOI: | 10.1080/17425964.2013.771572 |
