Teaching, Learning, and Enacting of Self-Study Methodology

Unraveling a Complex Interplay

  • Jason K. Ritter
  • Mieke Lunenberg
  • Kathleen Pithouse-Morgan
  • Anastasia P. Samaras
  • Eline Vanassche

Part of the Self-Study of Teaching and Teacher Education Practices book series (STEP, volume 19)

Table of contents

  1. Front Matter
    Pages i-xii
  2. Teaching, Learning, and Enacting of Self-Study Methodology in the United States

  3. Teaching, Learning, and Enacting of Self-Study Methodology in the Netherlands

    1. Front Matter
      Pages 99-99
    2. Amanda Berry, Paul van den Bos, Janneke Geursen, Mieke Lunenberg
      Pages 111-129
    3. Ari de Heer, Martine van Rijswijk, Hanneke Tuithof
      Pages 149-161
    4. Mieke Lunenberg, Amanda Berry, Paul van den Bos, Janneke Geursen, Els Hagebeuk, Ari de Heer et al.
      Pages 163-172

About this book


This book offers a collection of original, peer-reviewed studies by scholars working to develop a knowledge base of teaching and facilitating self-study research methodology. Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents. Offering a broad range of perspectives and contexts, it opens up possibilities for encouraging the collaborative and continuous growth of teaching and facilitating self-study research within and beyond the field of teacher education. The breadth of the scholarship presented expands scholarly discussions concerning designing, representing, and theorising self-study research in response to pressing educational and social questions. By documenting and understanding what teaching and learning self-study looks like in different contexts and what factors might influence its enactment, the book contributes to building a kaleidoscopic knowledge base of self-study research. Overall, this book demonstrates the impact on participants' professional learning and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.


Teacher Education Teacher educators Professional development Professional learning qualitative inquiry transdisciplinary faculty development arts-based research teaching excellence higher education pedagogy of teacher education

Editors and affiliations

  • Jason K. Ritter
    • 1
  • Mieke Lunenberg
    • 2
  • Kathleen Pithouse-Morgan
    • 3
  • Anastasia P. Samaras
    • 4
  • Eline Vanassche
    • 5
  1. 1.Duquesne UniversityPittsburgUSA
  2. 2.VU University AmsterdamAmsterdamThe Netherlands
  3. 3.University of KwaZulu-NatalDurbanSouth Africa
  4. 4.George Mason UniversityFairfaxUSA
  5. 5.University of East LondonLondonUnited Kingdom

Bibliographic information

  • DOI https://doi.org/10.1007/978-981-10-8105-7
  • Copyright Information Springer Nature Singapore Pte Ltd. 2018
  • Publisher Name Springer, Singapore
  • eBook Packages Education
  • Print ISBN 978-981-10-8104-0
  • Online ISBN 978-981-10-8105-7
  • Series Print ISSN 1875-3620
  • Series Online ISSN 2215-1850
  • About this book