Critical Self-Study of Teacher Education Practices

Adrian D. Martin, Ph.D., is a professor in the Department of Teaching, Learning, and Literacy at New Jersey City University, USA. His scholarship attends to equity and social justice issues in education, teacher preparation, pedagogy, research methods, and the self-study of teacher education practices. Dr. Martin has presented his research at numerous regional, national, and international conferences and has published in various peer-reviewed journals.

• 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.