Transformation Through Self-Study

The Voices of Preservice Teachers
  • Anne R. Freese
Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 2)


This chapter is designed to highlight how self-study can lead to transformation in preservice teachers’ thinking. It examines how telling one’s story can create spaces for rethinking, revising, and digging more deeply to uncover personal theories, beliefs, and contradictions (Ritchie and Wilson, 2000). The chapter focuses on the self-study research conducted by eight preservice teachers in a two-year master’s program. Drawing upon a wide range of data sources (philosophies of education, reflective journals, critical incidents, action research papers, lesson plans, and videotapes of their teaching), the preservice teachers systematically analyzed their teaching and learning experiences over a two year period. Using the method of constant comparison (Glaser and Strauss, 1967), I analyzed the students’ master’s papers for themes and emerging patterns. The analyses revealed themes such as the following: theory and practice contradictions, fear of failure, classroom management issues, and the shift from self to students. The chapter concludes with a discussion of how I, the teacher educator, reframed my understanding of what learning to teach looks like through preservice teachers’ lenses. The chapter also discusses how the students’ self-studies will be used as a teaching text: a text for future preservice teachers to learn from the voices of other preservice teachers who honestly and articulately shared their stories of learning to teach.


Preservice Teacher Personal Theory Teacher Education Practice Student Teaching Semester Reservice Teacher 
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Copyright information

© Springer 2005

Authors and Affiliations

  • Anne R. Freese
    • 1
  1. 1.Department of Curriculum StudiesUniversity of HawaiiUSA

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