Abstract
Professionals across fields claim to learn much from experience. Self-study as an approach to learning about one’s work and theories in use offers explicit methodologies, including reflective reading, transformative professional development and inquiry to inform professional artistry. These three approaches look for patterns of beliefs and values that assist practitioners to know themselves more authentically within the dimensions of their work. Most professions set standards for individual growth and development that, in turn, a3ect organizational progress. Nevertheless, few, if any, consider self-study as an explicit means for reaching personal/professional goals or gaining insight into individuals’ strengths and weaknesses. This chapter addresses the needs of both nOffice and seasoned practitioners who continue to learn about themselves within the context of their work. It offers both rationale and examples for learning how to examine personal motives and assumptions within the explicit technical and implicit human expectations of the helping professions, this chapter draws on three examples the: librarian, postsecondary teacher and, occupational therapist.
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Wilcox, S., Watson, J., Paterson, M. (2004). Self-Study In Professional Practice*. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_8
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