Abstract
This chapter examines how seven doctoral students from diverse backgrounds and disciplines came to understand the value and the process of self-study as a methodology for examining their professional practice. It also illuminates how a self-study researcher and teacher educator, Megan Madigan Peercy, gleaned insights from their learning for the teaching of self-study methodology.
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Acknowledgments
We thank Brandon Butler for his thoughtful peer review of this chapter and to Kathleen Pithouse-Morgan and Anastasia Samaras for their editorial contributions to the chapter.
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Peercy, M.M. et al. (2018). “Standing in a Messy Sandpit”: The Learning Side of Self-Study Research. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_24
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