商品描述
This book is an essential guide for novice and experienced self-study researchers, offering practical insight into the lived experience of conducting self-study research. Unlike abstract methodologies, self-study is embodied through practice and often learned collaboratively. Because it resists traditional instruction, newcomers frequently ask S-STEP researchers: "How does one learn self-study?" This recurring question highlights the need for accessible frameworks and processes to support emerging scholars. By addressing this gap, the book equips readers with foundational tools to navigate the complexities of self-study and fosters deeper understanding of how to learn through reflective inquiry and shared exploration. Each chapter is supported by existing literature on self-study research, as well as examples from the authors' own experiences and the experiences of others. The inclusion of prompts, activities, and recommended resources in each chapter enhances the learning process. With this book as a guide, we hope that S-STEP researchers will individually and collaboratively learn how to effectively conduct self-study research and contribute meaningfully to the scholarly community by making their self-study research public.
商品描述(中文翻譯)
本書是新手和有經驗的自我研究者的重要指南，提供了進行自我研究的實際見解。與抽象的方法論不同，自我研究是通過實踐具體化的，並且通常是以合作的方式學習的。由於它抵制傳統的教學方式，新手經常向 S-STEP 研究者詢問：「如何學習自我研究？」這個反覆出現的問題突顯了需要可及的框架和流程來支持新興學者。通過填補這一空白，本書為讀者提供了基礎工具，以便在自我研究的複雜性中導航，並促進對如何通過反思性探究和共同探索來學習的更深刻理解。
每一章都以現有的自我研究文獻為支持，並結合了作者自身的經驗和其他人的經驗範例。每章中包含的提示、活動和推薦資源增強了學習過程。希望以本書作為指南，S-STEP 研究者能夠個別和合作地學習如何有效地進行自我研究，並通過公開他們的自我研究，對學術社群作出有意義的貢獻。
作者簡介
Brandon Butler is a Professor of Social Studies and Teacher Education at Old Dominion University in Norfolk, Virginia, USA. He teaches social studies, practitioner inquiry, curriculum & instruction, teacher education, and teacher leadership. His research focuses on teacher educator preparation, and on the teaching/learning of self-study research. He serves as co-editor of Studying Teacher Education and the Springer Self-Study of Teacher Education Practices book series. Kristen Gregory is an Associate Professor of Education at East Carolina University in Greenville, North Carolina, USA. She teaches undergraduate and graduate courses in curriculum, assessment, and research methods. Her research focuses on the intersection of professional development, pedagogy, and educator identity. Mark Diacopoulos is Assistant Provost at Pittsburg State University in Pittsburg, Kansas, USA. In his previous role as an Associate Professor, Mark taught curriculum and methods classes in the elementary, secondary, and leadership programs. His research examines evolving identities of teachers and teacher-educators, educational technology, social studies preservice education, communities of practice, and teacher candidate dispositions. Angela P. Branyon is a retired educator, mostly recently serving as an Assistant Professor of School Library Media at the University of West Georgia in Bremen, Georgia, USA. Her research interests include intellectual freedom equitable access, and mentorship advocacy for all rural and low-income school librarians. She has published several articles exploring information access as a social justice issue.
作者簡介(中文翻譯)
布蘭登·巴特勒（Brandon Butler）是美國維吉尼亞州諾福克的老道明大學（Old Dominion University）社會研究與教師教育的教授。他教授社會研究、實踐者探究、課程與教學、教師教育及教師領導。他的研究專注於教師教育者的準備，以及自我研究的教學與學習。他擔任《Studying Teacher Education》及Springer自我研究教師教育實踐書系的共同編輯。
克里斯汀·格雷戈里（Kristen Gregory）是美國北卡羅來納州格林維爾的東卡羅來納大學（East Carolina University）教育學副教授。她教授本科及研究生的課程，涵蓋課程、評估及研究方法。她的研究專注於專業發展、教學法及教育者身份的交集。
馬克·迪亞科普洛斯（Mark Diacopoulos）是美國堪薩斯州匹茲堡州立大學（Pittsburg State University）的助理教務長。在他之前擔任副教授的角色中，馬克教授小學、中學及領導課程的課程與方法課程。他的研究探討教師及教師教育者的身份演變、教育科技、社會研究的預備教育、實踐社群及教師候選人的特質。
安吉拉·P·布蘭揚（Angela P. Branyon）是一位退休教育工作者，最近擔任美國喬治亞州布雷門的西喬治亞大學（University of West Georgia）學校圖書館媒體助理教授。她的研究興趣包括知識自由、公平獲取及對所有農村和低收入學校圖書館員的導師倡導。她發表了幾篇文章，探討資訊獲取作為社會正義議題。
