Knowing, Becoming, Doing as Teacher Educators

Drawing heavily on the thought of French philosopher Gilles Deleuze (1925-95), Hamilton and Pinnegar seek to disrupt and entangle the ways they have seen teaching and research defined and to see if they might bring fluidity to ways of thinking about these issues in order to bring possibility to teacher educators and renew education. Their topics include pathways and experience, knowledge as a teacher educator, dialogue as a tool for knowing, knowing through inquiry into experience, and attending to the process of inquiry in intimate scholarship.

• Introduction to the Book.Section Overview – Identity. Definitions of Identity. Naming-and-Being-Named. Pathways and Experience. Knowledge as a Teacher Educator. Identity Conclusion. Disruption between Identity and Intimate Scholarship. Section Overview – Intimate Scholarship. The Value of the Particular. Vulnerability. Openness. Dialogue as a Tool for Knowing. Oriented Toward the Ontological. Intimate Scholarship Conclusion. Disruption between intimate scholarship and inquiry. Section Overview – Inquiry. Knowing through Inquiry into Experience. Designing Inquiry. Attending to the Process of Inquiry in Intimate Scholarship. Trustworthiness, Coherence, Rigor. Disruption between Inquiry, Conclusion, and International Connections. About the Authors. References. Copyright page. Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Preface – A Deleuzian Journey. Advances in Research on Teaching. Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Final Summary. Discussion of International Connections. Inquiry Conclusion. Disruption – Forming, Framing, and Linking in Developing Research Questions. Disruption – Scrutinizing Trustworthiness in Self-Study of Teacher Education Practices Research. Disruption – What’s in a Name? Exploring the Edges of Autoethnography, Narrative and Self-Study of Teacher Education Practice Methodologies.