Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay
暫譯: 自學方法論的教學、學習與實踐：揭示複雜的相互作用

本書提供了一系列原創的、經過同行評審的研究，這些研究由致力於建立自我研究方法教學與促進知識基礎的學者所撰寫。此外，本書詳細描述並互相連結了來自不同國家和大陸的新自我研究者及其促進者的觀點和經驗。透過提供廣泛的觀點和背景，本書開啟了在教師教育領域內外鼓勵教學與促進自我研究的合作與持續成長的可能性。所呈現的學術範疇擴展了關於設計、表現和理論化自我研究的學術討論，以回應迫切的教育和社會問題。通過記錄和理解在不同背景下自我研究的教學與學習樣貌，以及可能影響其實施的因素，本書有助於建立一個多元的自我研究知識基礎。總體而言，本書展示了對參與者專業學習的影響，並驗證了自我研究方法在教師教育及其以外的真實性和生成性專業應用，為全球實踐者提供了啟示和建議。

Jason K. Ritter is Associate Professor in the Department of Instruction and Leadership in Education at Duquesne University, Pittsburgh, Pennsylvania, USA, and the Content Area Director for graduate and undergraduate social studies education. His research focuses on better understanding and promoting the notion of teaching as a process of critical inquiry capable of fulfilling the democratic mission of schooling, which has led to related interests in the professional learning and development of teacher educators.

Mieke Lunenberg is Associate Professor at VU University Amsterdam, the Netherlands. An expert on the professional development of teacher educators, she has had a leading role in several national projects for supporting the professional development of teacher educators. She has also worked with teacher educators in other countries and is a founding member of the International Forum for Teacher Educator Development (InFo-TED). She has written numerous publications on teacher educators.

Kathleen Pithouse-Morgan is Associate Professor of Teacher Development Studies at the University of KwaZulu-Natal, South Africa. The trajectory of her academic work has led to an original conceptualisation of "polyvocal professional learning," which makes visible how dialogic encounters with diverse ways of seeing and knowing can deepen and extend professional learning. This conceptualisation was developed in collaboration with Anastasia P. Samaras and is the focus of their recent edited book, Polyvocal Professional Learning through Self-Study Research (2015).

Anastasia P. Samaras is Professor of Education at the College of Education and Human Development at George Mason University, Virginia, USA and Division Director of Elementary, Literacy, and Secondary Education Programs. Her research centres on neo-Vygotskian-based applications in transdisciplinary self-study of professional learning communities and include Polyvocal Professional Learning through Self-Study Research (2015) and Self-Study Teacher Research (2011) which she has taught to students, classroom teachers and faculty.

Eline Vanassche is a Marie Sklodowska-Curie Fellow 2017-2019 at the University of East London. She is a former assistant professor at Maastricht University and postdoctoral researcher at the University of Leuven where she was awarded her PhD in Education. Her research interests include the nature of teacher educators' professionalism and its development throughout their careers, with a particular focus on the interplay between teacher educators and the social and structural contexts of their work.

Jason K. Ritter 是美國賓夕法尼亞州匹茲堡杜肯大學教育領導與教學系的副教授，也是社會科學教育研究生和本科生的內容領域主任。他的研究專注於更好地理解和促進教學作為一種批判性探究過程的概念，這一過程能夠實現學校的民主使命，並引發了他對教師教育者專業學習和發展的相關興趣。

Mieke Lunenberg 是荷蘭阿姆斯特丹自由大學的副教授。作為教師教育者專業發展的專家，她在幾個支持教師教育者專業發展的國家項目中擔任了重要角色。她還曾與其他國家的教師教育者合作，並且是國際教師教育者發展論壇（InFo-TED）的創始成員。她撰寫了多篇有關教師教育者的出版物。

Kathleen Pithouse-Morgan 是南非夸祖魯-納塔爾大學教師發展研究的副教授。她的學術工作軌跡導致了對「多聲專業學習」的原創概念化，該概念顯示了與多樣的視角和認知方式的對話性接觸如何深化和擴展專業學習。這一概念是與 Anastasia P. Samaras 合作開發的，並且是他們最近編輯的書籍《透過自我研究的多聲專業學習》（2015）的重點。

Anastasia P. Samaras 是美國喬治梅森大學教育與人類發展學院的教育學教授，並擔任小學、識字和中等教育項目的部門主任。她的研究集中於基於新維果茨基理論的應用，涉及跨學科的專業學習社群自我研究，包括《透過自我研究的多聲專業學習》（2015）和《自我研究教師研究》（2011），這些她都教授給學生、班級教師和教職員。

Eline Vanassche 是2017-2019年東倫敦大學的瑪麗·斯克沃多夫斯卡-居里研究員。她曾是馬斯特里赫特大學的助理教授，並在魯汀大學擔任博士後研究員，並在該校獲得教育學博士學位。她的研究興趣包括教師教育者專業性的本質及其在職業生涯中的發展，特別關注教師教育者與其工作社會和結構背景之間的相互作用。