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Critical self-study of teacher education practicescommitting to social justice and professional improvement /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical self-study of teacher education practicesby Adrian D. Martin.
Reminder of title:	committing to social justice and professional improvement /
Author:	Martin, Adrian D.
Published:	Cham :Springer Nature Switzerland :2025.
Description:	xvi, 279 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	TeachersTraining of.
Online resource:	https://doi.org/10.1007/978-3-032-08139-1
ISBN:	9783032081391$q(electronic bk.)

Critical self-study of teacher education practicescommitting to social justice and professional improvement /
Martin, Adrian D.

Critical self-study of teacher education practicescommitting to social justice and professional improvement /[electronic resource] :by Adrian D. Martin. - Cham :Springer Nature Switzerland :2025. - xvi, 279 p. :ill., digital ;24 cm. - Self-study of teaching and teacher education practices,v. 282215-1850 ;. - Self-study of teaching and teacher education practices ;v.14..

Part I. Critical Self-Study and Committing to Engage with Critical Consciousness -- Chapter 1. Introduction: Committing to Social Justice through Critical Self-Study of Teacher Education Practices -- Chapter 2. Critical Consciousness and Critical Self-Study: Centering Equity in Thought and Inquiry -- Chapter 3. Positionality in Critical Self-Study Research: Knowing Oneself to Ally With Others -- Part II. Critical Self-Study and Committing to Enable Equity Through Methodology -- Chapter 4. Critical-Study Methodology: Ontology, Theoretical Frameworks, and Conceptual Lens as Enabling Elements -- Chapter 5. Critical Self-Study in the Postmodern and Posthuman World:Considerations for Methodological Deployment -- Chapter 6. Critical Self-Study Research Findings: Enabling Equity through the Appraisal of Professional Practice -- Chapter 7. Critical Self-Study Research Recommendations: Equity-oriented implications for pedagogy, research, professional activities, and activism -- Part III. Committing to Enact Advocacy for Equity through Critical Self-Study -- Chapter 8. Critical Friendships and Trustworthiness in Critical Self-Study: Strategic Resistance and Persistence through Working with Others -- Chapter 9. The emergence of professional identity and equity-centered pedagogy: A critical self-study of teacher education practices -- Chapter 10. In Conclusion (But This is not the End): The Future of Critical Self-Study in the Face of Socio-political-ecological Precariousness.

This book builds upon the self-study of teacher education practices (S-STEP) literature, research in teacher education, and perspectives on criticality and social justice. It explores critical self-study of teacher education practices as the systematic investigation of professional practice for self-improvement and the advancement of social justice by resisting inequitable systems, practices, and deficit-based ideologies. The volume provides readers with a conceptual and practical guide on the research of practice as connected with, and part of, social justice movements and equity efforts. Its major contribution is the articulation of 3 guiding commitments, or principles, that undergird critical self-study research: The first is engaging with critical consciousness; followed by enabling equity through methodology; and the final one is enacting advocacy. The text attends to ways researchers can employ critical self-study to conceptualize, investigate, and report their practices and situate issues of power, privilege, and oppression. A distinct feature of the book is the articulation of equity-based considerations for the development, deployment, and dissemination of a critical self-study. Guiding prompts, exercises, and suggested readings are provided to support readers of the volume in designing their own critical self-studies. Self-study researchers, critical pedagogues and researchers, and scholar-practitioners will benefit from the unification of critical inquiry and criticality with self-study research. This volume invites self-study researchers to engage in critical explorations, and critical researchers to engage with self-study methods.

ISBN: 9783032081391$q(electronic bk.)

Standard No.: 10.1007/978-3-032-08139-1doiSubjects--Topical Terms:

278143
Teachers
--Training of.

LC Class. No.: LB1707

Dewey Class. No.: 370.711

Critical self-study of teacher education practicescommitting to social justice and professional improvement /
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505 0 $a Part I. Critical Self-Study and Committing to Engage with Critical Consciousness -- Chapter 1. Introduction: Committing to Social Justice through Critical Self-Study of Teacher Education Practices -- Chapter 2. Critical Consciousness and Critical Self-Study: Centering Equity in Thought and Inquiry -- Chapter 3. Positionality in Critical Self-Study Research: Knowing Oneself to Ally With Others -- Part II. Critical Self-Study and Committing to Enable Equity Through Methodology -- Chapter 4. Critical-Study Methodology: Ontology, Theoretical Frameworks, and Conceptual Lens as Enabling Elements -- Chapter 5. Critical Self-Study in the Postmodern and Posthuman World:Considerations for Methodological Deployment -- Chapter 6. Critical Self-Study Research Findings: Enabling Equity through the Appraisal of Professional Practice -- Chapter 7. Critical Self-Study Research Recommendations: Equity-oriented implications for pedagogy, research, professional activities, and activism -- Part III. Committing to Enact Advocacy for Equity through Critical Self-Study -- Chapter 8. Critical Friendships and Trustworthiness in Critical Self-Study: Strategic Resistance and Persistence through Working with Others -- Chapter 9. The emergence of professional identity and equity-centered pedagogy: A critical self-study of teacher education practices -- Chapter 10. In Conclusion (But This is not the End): The Future of Critical Self-Study in the Face of Socio-political-ecological Precariousness.
520 $a This book builds upon the self-study of teacher education practices (S-STEP) literature, research in teacher education, and perspectives on criticality and social justice. It explores critical self-study of teacher education practices as the systematic investigation of professional practice for self-improvement and the advancement of social justice by resisting inequitable systems, practices, and deficit-based ideologies. The volume provides readers with a conceptual and practical guide on the research of practice as connected with, and part of, social justice movements and equity efforts. Its major contribution is the articulation of 3 guiding commitments, or principles, that undergird critical self-study research: The first is engaging with critical consciousness; followed by enabling equity through methodology; and the final one is enacting advocacy. The text attends to ways researchers can employ critical self-study to conceptualize, investigate, and report their practices and situate issues of power, privilege, and oppression. A distinct feature of the book is the articulation of equity-based considerations for the development, deployment, and dissemination of a critical self-study. Guiding prompts, exercises, and suggested readings are provided to support readers of the volume in designing their own critical self-studies. Self-study researchers, critical pedagogues and researchers, and scholar-practitioners will benefit from the unification of critical inquiry and criticality with self-study research. This volume invites self-study researchers to engage in critical explorations, and critical researchers to engage with self-study methods.
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