附註:Includes bibliographical references (pages 179-194) and index.
Introduction -- Acknowledgments -- Chapter 1: The invitation. Beginnings -- The nature of our narratives -- The background of the invitation -- Forming the questions -- Chapter 2: Creating spaces. Approaches to our studies -- Separate spaces: individual assumptions and expectations. The school psychologist ; The first-grade teacher ; The department chairperson ; The special educator ; The science teacher and mentor ; The professor -- Chapter 3: Emerging constraints and possibilities. Themes and variations. Time ; Multiple layers ; Uncertainties -- Chapter 4: Points of dissonance. The carton of knowledge. Stored files ; Setting aside the carton ; Balancing points -- Chapter 5: Becoming challengers. Persistent interruptions. Becoming vocal -- Extended spaces and voices -- Two steps forward, one step back -- Epilogue: "We're not done yet": problems and possibilities in creating spaces and finding voices. Multiple collaborations -- Multiple researchers -- Multiple voices -- Notes -- Bibliography -- Index.
摘要:"This book follows the shared journey of five classroom teachers and a university professor as they together examine the possibilities and dilemmas of collaborative inquiry and teacher empowerment. Teachers' voices, in spite of their similarities and differences, still are not heard in the clamor for educational reform, nor are they recognized on the national agendas for research on teacher education. Miller and her colleagues articulate and question the contexts and assumptions that influence and frame teaching practice as they explore the constraints and the possibilities of defining and thus empowering teachers as teacher-researchers. Here the multiple and changing voices of teachers are clearly heard, and Miller shares their experiences, their frustrations, their hopes, and their issues. By grounding these concerns within the particularities of their teaching, Miller and her colleagues explore concrete situations in which they challenge and support one another. Through these stories of collaborative efforts, others are invited to join together in the continuous process of creating those spaces in which all teachers' voices may be acknowledged and valued."--Back cover.
