Skip to main content
SpringerLink
Log in

Theoretical Roots of Self-Study Research

  • Living reference work entry
  • Latest version View entry history
  • First Online:
2nd International Handbook of Self-Study of Teaching and Teacher Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

  • 198 Accesses

Abstract

This chapter broadly traces the theoretical roots of the Self-Study of Teaching and Teacher Education Practices (S-STEP) group, a Special Interest Group (SIG) established in 1993 as part of the American Educational Research Association (AERA). Beginning with the perennial problem of the theory-practice split in the field of teaching and teacher education, a condensed version of the history of teacher education situates ongoing issues in context. Deep roots of self-study research are elucidated and Fenstermacher’s (The knower and the known: the nature of knowledge in research on teaching. In: Darling-Hammond L (ed) Review of research in education, vol 20. American Educational Research Association, Washington, DC, pp 3–56, 1994) review chapter of practical knowledge is used to capture the theoretical lines of S-STEP’s initial and ongoing membership. The work chronicles the paradigmatic changes that have shaped the field of teaching and teacher education and brought S-STEP to its current state of being. The chapter closes with a theoretical perspective of S-STEP’s contemporary literature, anticipated issues on the horizon, and possible pathways to the future.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Aboud, M. (2015, July 31). Philip W. Jackson, education scholar committed to children’s flourishing, 1928–2015. UChicago News. Retrieved from https://news.uchicago.edu/article/2015/07/31/philip-w-jackson-education-scholar-committed-children-s-flourishing-1928-2015

  • Allender, J. S., & Allender, D. S. (2016). Humanistic teacher: First the child, then curriculum. Abingdon: Routledge. (Original work published in 2008).

    Google Scholar 

  • Altrichter, H., Posch, P., & Somekh, B. (1993). Teachers investigate their work: An introduction to the methods of action research. London: Routledge.

    Google Scholar 

  • Amsterdam, A., & Bruner, J. (2000). Minding the law. Boston: Harvard University Press.

    Google Scholar 

  • Arendt, H. (1981). The life of the mind. Boston: Houghton Mifflin Harcourt.

    Google Scholar 

  • Arizona Group. (1996). Negotiating balance between reforming teacher education and forming self as teacher educator. Teacher Education Quarterly, 23(3), 153–168.

    Google Scholar 

  • Arizona State University. (n.d.a). Lee Shulman. Inside the academy. Retrieved from http://insidetheacademy.asu.edu/lee-shulman

  • Arizona State University. (n.d.b). Reflections on John Goodlad. Inside the academy. Retrieved from http://insidetheacademy.asu.edu/wp-content/uploads/2012/09/Gary-Fenstermacher.pdf

  • Aubusson, P., Griffin, J., & Steele, F. (2010). A design-based self-study of the development of student reflection in teacher education. Studying Teacher Education, 6(2), 201–216.

    Article  Google Scholar 

  • Ayer, A. (1956). The problem of knowledge. Middlesex: Penguin Books.

    Google Scholar 

  • Barrow, R. (1984). Giving teaching back to teachers: A critical introduction to curriculum theory. Totowa: Barnes & Noble.

    Google Scholar 

  • Beauchamp, C., & Thomas, L. (2011). New teachers’ identity shifts at the boundary of teacher education and initial practice. International Journal of Educational Research, 50(1), 6–13.

    Article  Google Scholar 

  • Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.

    Google Scholar 

  • Bleakley, A. (2000). Adrift without a life belt: Reflective self-assessment in a post-modern age. Teaching in Higher Education, 5(4), 405–418.

    Article  Google Scholar 

  • Blömeke, S., & Paine, L. (2008). Getting the fish out of the water: Considering benefits and problems of doing research on teacher education at an international level. Teaching and Teacher Education, 24(8), 2027–2037.

    Article  Google Scholar 

  • Bochner, A. P. (2012). On first-person narrative scholarship: Autoethnography as acts of meaning. Narrative Inquiry, 22(1), 155–164.

    Article  Google Scholar 

  • Bourdieu, P. (1985). The social space and the genesis of groups. Information (International Social Science Council), 24(2), 195–220.

    Article  Google Scholar 

  • Boyer, E. (1990). Scholarship reconsidered. Princeton: Carnegie Foundation for the Advancement of Teaching.

    Google Scholar 

  • Brandenburg, R. (2008). Powerful pedagogy: Self-study of a teacher educator’s practice (Vol. 6). Dordrecht: Springer.

    Book  Google Scholar 

  • Bresler, L. (2006). Toward connectedness: Aesthetically based research. Studies in Art Education, 48(1), 52–69.

    Article  Google Scholar 

  • Brophy, J., & Good, T. (1986). Teacher-effects results. In Handbook of research on teaching. New York: Macmillan.

    Google Scholar 

  • Brown, N., Morehead, P., & Smith, J. B. (2008). ... But I love children: Changing elementary teacher candidates’ conceptions of the qualities of effective teachers. Teacher Education Quarterly, 35(1), 169-183.

    Google Scholar 

  • Brubaker, N. D. (2015). Critical moments in negotiating authority: Grading, accountability, and teacher education. Teaching Education, 26(2), 222–246.

    Article  Google Scholar 

  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Bruner, J. (2004). The narrative creation of self. In L. Angus & J. McLeod (Eds.), The handbook of narrative and psychotherapy: Practice, theory and research (pp. 3–14). Thousand Oaks: SAGE.

    Google Scholar 

  • Bullock, S., & Christou, T. (2009). Exploring the radical middle between theory and practice: A collaborative self-study of beginning teacher educators. Studying Teacher Education, 5(1), 75–88.

    Article  Google Scholar 

  • Bullough, R., Jr. (1989). First year teacher: A case study. New York: Teachers College Press.

    Google Scholar 

  • Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.

    Article  Google Scholar 

  • Bullough, R. V., & Pinnegar, S. (2004). Thinking about the thinking about self-study: An analysis of eight chapters. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 313–342). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Carr, W., & Kemmis, S. (2003). Becoming critical: Education knowledge and action research. New York: Routledge.

    Book  Google Scholar 

  • Carter, K., & Doyle, W. (1995). Teacher-researcher relationships in the study of teaching and teacher education. Peabody Journal of Education, 70(2), 162–174.

    Article  Google Scholar 

  • Charon, R. (2008). Narrative medicine: Honoring the stories of illness. Oxford: Oxford University Press.

    Google Scholar 

  • Clandinin, D. J. (1985). Personal practical knowledge: A study of teachers’ classroom images. Curriculum Inquiry, 15(4), 361–385.

    Article  Google Scholar 

  • Clandinin, D. J., & Connelly, F. M. (2004). Knowledge, narrative, and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575–600). Boston: Kluwer.

    Chapter  Google Scholar 

  • Clandinin, D. J., & Husu, J. (2017). The sage handbook of research on teacher education. Thousand Oaks: Sage.

    Book  Google Scholar 

  • Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35–75). Thousand Oaks: Sage.

    Chapter  Google Scholar 

  • Clandinin, D. J., Caine, V., Lessard, S., & Huber, J. (2016). Engaging in narrative inquiries with children and youth. New York: Routledge.

    Book  Google Scholar 

  • Clifford, G. J., & Guthrie, J. W. (1990). Ed school: A brief for professional education. Chicago: University of Chicago Press.

    Google Scholar 

  • Clifford, J., & Marcus, G. (Eds.). (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press.

    Google Scholar 

  • Clift, R. T. (2009). Repurposing my professional practice: Learning from my students over time and place. Studying Teacher Education, 5(2), 129–141.

    Article  Google Scholar 

  • Cochran, M., & Lytle, S. L. (2009). Practitioner research in trying times. In Inquiry s stance: Practitioner research for the next generation (pp. 5–36). New York: Teachers College Press.

    Google Scholar 

  • Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–305.

    Article  Google Scholar 

  • Cochran-Smith, M., & Zeichner, K. M. (2005). Studying teacher education: The report of the AERA panel on research and teacher education. Abingdon: Routledge.

    Google Scholar 

  • Cochran-Smith, M., Albert, L., Dimattia, P., Freedman, S., Jackson, R., Mooney, J., Neisler, O., Peck, A., & Zollers, N. (1999). Seeking social justice: A teacher education faculty's self-study. International Journal of Leadership in Education, 2(3), 229–253.

    Article  Google Scholar 

  • Coia, L., & Taylor, M. (2005). From the inside out and the outside in. In C. Kosnik, C. Beck, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study (pp. 19–33). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Cole, A. L., & Knowles, J. G. (2004). Research, practice, and academia in North America. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 601–650). Boston: Kluwer.

    Google Scholar 

  • Coleman, J. S., Campbell, E. Q., Hobson, C. F., McPartland, J., Mood, A. M., et al. (1966). Equality of educational opportunity. Washington, DC: U. S. Office of Education.

    Google Scholar 

  • Connelly, F. M. (2013). Joseph Schwab, curriculum, curriculum studies and educational reform. Journal of Curriculum Studies, 45(5), 622–639.

    Article  Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. Learning and Teaching the Ways of Knowing, 84, 174–198.

    Google Scholar 

  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.

    Article  Google Scholar 

  • Cooper, J. M., Beaudry, C. E., Gauna, L. M., & Curtis, G. A. (2018). Bridging theory and practice: Exploring the boundaries of critical pedagogy through self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy. Auckland: University of Auckland.

    Google Scholar 

  • Craig, C., & Ross, V. (2008). Cultivating the image of teachers as curriculum makers. In F. M. Connelly, F. He, & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp. 282–305). Thousand Oaks: SAGE.

    Chapter  Google Scholar 

  • Craig, C. J., Meijer, P. C., & Broeckmans, J. (Eds.). (2013). From teacher thinking to teachers and teaching: The evolution of a research community (Vol. 19). Bingley: Emerald.

    Google Scholar 

  • Cremin, L. (1961). The transformation of the school. New York: Alfred A. Knoff.

    Google Scholar 

  • Curtis, G., Reid, D., Kelley, M., Martindell, P. T., & Craig, C. J. (2013). Braided lives: Multiple ways of knowing, flowing in and out of knowledge communities. Studying Teacher Education, 9(2), 175–186.

    Article  Google Scholar 

  • Curtis, G. A., Kelley, M., Martindell, P. T., Reid, D., Perez, M., & Craig, C. J. (2018). Jumping the Dragon Gate: Experience, contexts, career pathways, and professional identity. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy. Auckland: University of Auckland.

    Google Scholar 

  • Dana, N. F., & Yendol-Hoppey, D. (2014). The reflective educator’s guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. New York: Corwin Press.

    Google Scholar 

  • Davey, R. (2013). The professional identity of teacher educators: Career on the cusp? New York: Routledge.

    Book  Google Scholar 

  • Davey, R., Ham, V., Gilmore, F., Haines, G., McGrath, A., Morrow, D., & Robinson, R. (2011). Privatization, illumination, and validation in identity-making within a teacher educator research collective. Studying Teacher Education, 7(2), 187–199.

    Article  Google Scholar 

  • Dewey, J. (1908). The practical character of reality. In J. J. McDermott (Ed.), The philosophy of John Dewey (pp. 207–222). Chicago: University of Chicago Press.

    Google Scholar 

  • Dewey, J. (1938). Logic: The theory of inquiry. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Dewey, J., & Bentley, A. (1949). Knowing and the known. The later works of John Dewey (Vol. 16). Boston: Beacon Press.

    Google Scholar 

  • East, K., Fitzgerald, L. M., & Heston, M. L. (2009). Talking teaching and learning: Using dialogue in self-study. In Research methods for the self-study of practice (pp. 55–72). Dordrecht, The Netherlands: Springer.

    Chapter  Google Scholar 

  • Eisner, E. (1997). The promise and perils of alternative forms of data representation. Educational Researcher, 26(6), 4–10.

    Article  Google Scholar 

  • Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.

    Google Scholar 

  • Elliott, J., & Norris, N. (Eds.). (2012). Curriculum, pedagogy and educational research: The work of Lawrence Stenhouse. London: Routledge.

    Google Scholar 

  • Erickson, L., & Young, J. (2011). Imagining, becoming and being a teacher: How personal history mediates teacher education identity. Studying Teacher Education, 7(2), 121–129.

    Article  Google Scholar 

  • Estola, E., & Elbaz-Luwisch, F. (2003). Teaching bodies at work. Journal of Curriculum Studies, 35(6), 1–23.

    Article  Google Scholar 

  • Etzioni, A. (1969). The semi-professions and their organization: Teachers, nurses, social workers. New York: Free Press.

    Google Scholar 

  • Feldman, A. (1996, April). Looking at ourselves look at ourselves: An action research self-study of doctoral students’ roles in teacher education programs. Paper presented at the annual meeting of the American Educational Research Association, New York.

    Google Scholar 

  • Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. In L. Darling-Hammond (Ed.), Review of research in education (Vol. 20, pp. 3–56). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Fenstermacher, G. D., & Richardson, V. (1994). Promoting confusion in educational psychology: How is it done? Educational Psychologist, 29(1), 49–55.

    Article  Google Scholar 

  • Fernandes, S., Flores, M. A., & Lima, R. M. (2012). Students’ views of assessment in project-led engineering education: Findings from a case study in Portugal. Assessment & Evaluation in Higher Education, 37(2), 163–178.

    Article  Google Scholar 

  • Fletcher, T., & Ovens, A. (2015). Self-study in physical education: Bridging personal and public understandings in professional practice. Asia-Pacific Journal of Health, Sport and Physical Education, 6(3), 215–219.

    Article  Google Scholar 

  • Flyvbjerg, B. (2001). Making social science matter: Why social inquiry fails and how it can succeed again. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Forgasz, R. (2015). Embodiment: A multimodal international teacher education pedagogy? In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies (Part C) (pp. 115–137). London: Emerald.

    Chapter  Google Scholar 

  • Freese, A. (2006). Reframing one’s teaching: Discovering our teacher selves through reflection and inquiry. Teaching and Teacher Education, 22(1), 100–119.

    Article  Google Scholar 

  • Freidus, H., Feldman, S., Sgouros, C. M., & Wiles-Kettenmann, M. (2005). Looking at ourselves: Professional development as self-study. In J. Brophy & S. Pinnegar (Eds.), Learning from research on teaching: Perspective, methodology, and representation (pp. 377–409). Bingley: Emerald.

    Google Scholar 

  • Gage, N. L. (Ed.). (1962). Handbook of research on teaching. Chicago: Rand McNally.

    Google Scholar 

  • Garbett, D. (2011). Horse riding 101: The role of experience in reframing teacher education practices. Studying Teacher Education, 7(1), 65–75.

    Article  Google Scholar 

  • Garbett, D., & Ovens, A. (2012). Being a teacher educator: Exploring issues of authenticity and safety through self-study. Australian Journal of Teacher Education, 37(3), 44–56.

    Article  Google Scholar 

  • Geursen, J., de Heer, A., Korthagen, F. A., Lunenberg, M., & Zwart, R. (2010). The importance of being aware: Developing professional identities in educators and researchers. Studying Teacher Education, 6(3), 291–302.

    Article  Google Scholar 

  • Gilligan, C., Lyons, N., & Hanmer, T. J. (Eds.). (1990). Making connections: The relational worlds of adolescent girls at Emma Willard School. Boston: Harvard University Press.

    Google Scholar 

  • Glazer, N. (1974). The schools of the minor professions. Minerva, 12(3), 346–364.

    Article  Google Scholar 

  • Goldberg, M. F. (1995). A portrait of John Goodlad. Aiming for Higher Standards, 52(6), 82–85.

    Google Scholar 

  • Goldblatt, P., & Smith, D. (Eds.). (2005). Cases for teacher development: Preparing for the classroom. Thousand Oaks: SAGE.

    Google Scholar 

  • Goodlad, J. (1990). The occupation of teaching in schools. In J. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 3–34). San Francisco: Jossey-Bass.

    Google Scholar 

  • Grant, G., & Murray, C. (1999). Teaching in America: The slow revolution. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Grossman, P. L. (1994). Teacher knowledge. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed.). London: Pergamon.

    Google Scholar 

  • Gudjónsdóttir, H., & Dalmau, M. C. (2002). Professional working theory revisited: International self-study conversations. In Making a difference in teacher education through self-study. Proceedings of the fourth international conference on self-study of teacher education practices (Vol. 1, pp. 92–95). Herstmonceux: S-STEP.

    Google Scholar 

  • Gudmundsdottir, S. (1991). Story-maker, story-teller: Narrative structures in curriculum. Journal of Curriculum Studies, 23(3), 207–218.

    Article  Google Scholar 

  • Hamilton, M. L., & Pinnegar, S. (2015). Intimate scholarship conclusion. In Knowing, becoming, doing as teacher educators: Identity, intimate scholarship, inquiry (Vol. 26, pp. 185–192). Bingley: Emerald.

    Chapter  Google Scholar 

  • Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17–28.

    Article  Google Scholar 

  • Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290–312.

    Article  Google Scholar 

  • Hatch, T., & Pointer Mace, D. (2007, February 19). Making teaching public. Teachers College Record. Retrieved from http://www.tcrecord.org

  • Hayhoe, R., & Li, J. (2010). The idea of a normal university in the 21st century. Frontiers of Education in China, 5(1), 74–103.

    Article  Google Scholar 

  • Heston, M. L., Tidwell, D. L., & Fitzgerald, L. M. (2008). Creating an international learning community for teacher education scholars. In Learning communities in practice (pp. 165–177). Dordrecht: Springer.

    Google Scholar 

  • Husu, J., & Clandinin, D. J. (2017). Pushing the boundaries for research on teacher education: Making teacher education matter. In D. J. Clandinin & J. Husu (Eds.), Sage handbook of teacher education (pp. 1169–1180). Thousand Oaks: SAGE.

    Chapter  Google Scholar 

  • Jackson, P. (1968). Life in classrooms. New York: Holt, Rinehart, & Winston.

    Google Scholar 

  • Jackson, P. (1987). Facing our ignorance. Teachers College Record, 88(30), 384–389.

    Google Scholar 

  • Jackson, P. (1992). Handbook of research on curriculum: A project of the American Educational Research Association. London: Macmillan.

    Google Scholar 

  • Kane, R. (2007). From naïve practitioner to teacher educator and researcher. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (PP. 60–76). London: Routledge Falmer.

    Google Scholar 

  • Kastberg, S., Sanchez, W. B., Edenfield, K., Tyminski, A., & Stump, S. (2012). What is the content of methods? Building an understanding of frameworks for mathematics methods courses. Retrieved from https://digitalcommons.kennesaw.edu/facpubs

  • Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272.

    Article  Google Scholar 

  • Kessels, J., & Korthagen, F. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 25(3), 17–22.

    Article  Google Scholar 

  • Kitchen, J. (2005). Looking backwards, moving forward: Understanding my narrative as a teacher. Studying Teacher Education, 1(1), 17–30.

    Article  Google Scholar 

  • Kitchen, J., & Bellini, C. (2012). Making it better for lesbian, gay, bisexual, and transgender students through teacher education: A collaborative self-study. Studying Teacher Education, 8(3), 209–225.

    Article  Google Scholar 

  • Kliebard, H. M. (1993). What is a knowledge base, and who would use it if we had one? Review of Educational Research, 63(3), 295–303.

    Article  Google Scholar 

  • Kompf, M., & Rust, F. (2013). ISATT: Seeing tracks and making more. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 3–38). Bingley: Emerald Books.

    Chapter  Google Scholar 

  • Kornfeld, J., Grady, K., Marker, P. M., & Ruddell, M. R. (2007). Caught in the current: A self-study of state-mandated compliance in a teacher education program. Teachers College Record, 109(8), 1902–1930.

    Google Scholar 

  • Korthagen, F. A. J., & Lunenberg, M. (2004). Links between self-study and teacher education reform. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 421–451). Dordrecht: Kluwer.

    Chapter  Google Scholar 

  • Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22(8), 1020–1041.

    Article  Google Scholar 

  • Kosnik, C., Menna, L., Dharamshi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2015). Four spheres of knowledge required: An international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 41(1), 52–77.

    Article  Google Scholar 

  • Kroll, L. R., Donahue, D. M., Galguera, T., LaBoskey, V. K., Tucher, P. L., Richert, A. E., & Cossey, R. (2005). Teaching as principled practice: Managing complexity for social justice. Newbury Park, CA: Sage.

    Google Scholar 

  • Kuhn, T. S. (1970). The structure of scientific revolutions. International encyclopedia of unified science (Vol. 2, No. 2). Chicago: University of Chicago Press.

    Google Scholar 

  • Labaree, D. F. (2005). Life on the margins. Journal of Teacher Education, 56(3), 186–191.

    Article  Google Scholar 

  • LaBoskey, V. K. (2012). The ghost of social justice education future: How the words of graduates contribute to self-transformation. Studying Teacher Education, 8(3), 227–244.

    Article  Google Scholar 

  • Lagemann, E. C. (2002). An elusive science: The troubling history of education research. Chicago: University of Chicago Press.

    Google Scholar 

  • Latta, M., & Buck, G. (2008). Enfleshing embodiment: ‘Falling into trust’ with the body’s role in teaching and learning. Educational Philosophy and Theory, 40(2), 315–329.

    Article  Google Scholar 

  • Leininger, M. (1997). Overview of the theory of culture care with the ethnonursing research method. Journal of Transcultural Nursing, 8(2), 32–52.

    Article  Google Scholar 

  • Lent, R. C., & Pipkin, G. (Eds.). (2003). Silent no more: Voices of courage in American schools. Portsmouth: Heinneman.

    Google Scholar 

  • Loughran, J. (1996). Developing reflective practitioners: Learning about teaching and learning through modelling. Baskingstoke, UK: Falmer Press.

    Google Scholar 

  • Loughran, J. (2013). Developing a pedagogy of teacher education: Understanding teaching and learning about teaching. London: Routledge.

    Book  Google Scholar 

  • Loughran, J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Developing competence through self-study (pp. 7–18). London: Falmer Press.

    Google Scholar 

  • Lowyck, J. (2013). The origins of ISATT: An idiosyncratic perspective. In C. J. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (Advances in research on teaching, Vol. 19, pp. 39–49). Bingley: Emerald.

    Google Scholar 

  • Lyons, N. (2006). Narrative inquiry: What possible future influence on policy and practice. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 600–631). Thousand Oaks: Sage.

    Google Scholar 

  • Lyons, N., & Freidus, H. (2004). The reflective portfolio in self-study: Inquiring into and representing a knowledge of practice. In J. Loughran & V. LaBoskey (Eds.), The handbook of self-study (pp. 1073–1107). London: Kluwer.

    Google Scholar 

  • Lyons, N., & LaBoskey, V. K. (Eds.). (2002). Narrative inquiry in practice: Advancing the knowledge of teaching. New York: Teachers College Press.

    Google Scholar 

  • MacKinnon, A., Clarke, A., & Erickson, G. (2013). What we owe to Donald Schön: Three educators in conversation. Phronesis, 2(1), 89–99.

    Article  Google Scholar 

  • Marentič Požarnik, B., & Šteh, B. (2013). The role of ISATT in the professional development of Barica Marentič Požarnik. In C. Craig, P. C. Meijer, & J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: The evolution of a research community (pp. 51–64). Bingley: Emerald Group Publishing Limited.

    Chapter  Google Scholar 

  • McDonald, J. (1996). Note on the occasional papers series. In R. Berger (Ed.), A culture of quality. Providence: Brown University.

    Google Scholar 

  • McDonough, S., Forgasz, R., Berry, A., & Taylor, M. (2016). All brain and still no body: Moving towards a pedagogy of embodiment in teacher education. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 433–440). Herstmonceux: S-STEP.

    Google Scholar 

  • McKeon, R. (1952). Philosophy and action. Ethics, 62, 79–100.

    Article  Google Scholar 

  • McNamara, O., Jones, M., & Murray, J. (2014). Framing workplace learning. In Workplace learning in teacher education (pp. 1–27). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Mitchell, C., O’Reilly-Scanlon, K., & Weber, S. (Eds.). (2013). Just who do we think we are? Methodologies for autobiography and self-study in education. Abingdon: Routledge.

    Google Scholar 

  • Mueller, A. (2003). Looking back and looking forward: Always becoming a teacher educator through self-study. Reflective Practice, 4(1), 67–84.

    Article  Google Scholar 

  • Munby, H., & Russell, T. (1992). Transforming chemistry research into chemistry teaching: The complexities of adopting new frames for experience. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 90–123). London: Falmer.

    Google Scholar 

  • Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45(2), 86–95.

    Article  Google Scholar 

  • Murphy, M. S., Pinnegar, E., & Pinnegar, S. (2011). Exploring ethical tensions on the path to becoming a teacher. Teacher. Teacher Education Quarterly, 38(4), 97–113.

    Google Scholar 

  • Murray, J., & Kosnik, C. (2011). Academic work and identities in teacher education. Journal of Education for Teaching, 37(3), 243–246.

    Article  Google Scholar 

  • Nilsson, P., & Loughran, J. (2012). Developing and assessing professional knowledge as a science teacher educator: Learning about teaching from student teachers. In Self-studies of science teacher education practices (pp. 121–138). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Olson, M. (1995). Conceptualizing narrative authority: Implications for teacher education. Teaching and Teacher Education, 11(2), 119–135.

    Article  Google Scholar 

  • Orland-Barak, L., & Craig, C. J. (Eds.). (2014). International teacher education: Promising pedagogies. Bingley: Emerald.

    Google Scholar 

  • Pagano, J. (1991). Moral fictions: The dilemma of theory and practice. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 234–256). New York: Teachers College Press.

    Google Scholar 

  • Peercy, M. M. (2015). Do we “walk the talk” in preparing teachers to work with language learners? Teacher Education and Practice, 28(1), 126–144.

    Google Scholar 

  • Pinnegar, S. (2017). Understanding field experiences: The zone of maximal contact and the conundrums and sacred stories in teacher education. Studying Teacher Education, 13(2), 210–215.

    Article  Google Scholar 

  • Pinnegar, S., & Daynes, J. G. (2007). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 3–34). Thousand Oaks: SAGE.

    Chapter  Google Scholar 

  • Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Dordrecht, The Netherlands: Springer Science & Business Media.

    Google Scholar 

  • Pinnegar, S., & Hamilton, M. L. (2015). Knowing, becoming, doing as teacher educators: Identity, intimate scholarship, inquiry (Vol. 26). Bingley: Emerald.

    Google Scholar 

  • Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany: Suny Press.

    Google Scholar 

  • Putnam, H. (2005). Ethics without ontology. Cambridge, MA: Harvard University Press. (Original work published in 2004).

    Google Scholar 

  • Ravitch, D. (2016). The death and life of the great American school system: How testing and choice are undermining education. New York: Basic Books.

    Google Scholar 

  • Reason, P., & Torbert, W. (2001). The action turn: Toward a transformational social science. Concepts and Transformation, 6(1), 1–37.

    Article  Google Scholar 

  • Richmond, J. E., Sanyal, B., Rodwin, L., Fischler, R., & Verma, N. (1998). A life of reflection: Remarks in memory of Donald Schön. Journal of Planning Literature, 13(1), 3–10.

    Article  Google Scholar 

  • Robinson, V. (2004). Taking risks: Identity, masculinities and rock climbing. In B. Wheaton (Ed.), Understanding lifestyle sports (pp. 113–130). New York: Routledge.

    Google Scholar 

  • Rodgers, C. (2014, October). Doing Dewey. Occasional Paper Series, 204(32). Retrieved from https://educate.bankstreet.edu/occasional-paper-series/vol2014/iss32/8.

  • Runté, R. (1995). Is teaching a profession? In G. Taylor & R. Runté (Eds.), Thinking about teaching: An introduction (pp. 288–299). Toronto: Harcourt Brace.

    Google Scholar 

  • Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Loughran & T. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 32–47). London: Falmer Press.

    Google Scholar 

  • Russell, T. (1998). Philosophical perspectives: Introduction. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (p. 5). Bristol: Falmer Press.

    Google Scholar 

  • Russell, T. (2004). Tracking the development of self-study in teacher education research and practice. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 1191–1120). Boston: Kluwer.

    Chapter  Google Scholar 

  • Russell, T., & Korthagen, F. (Eds.). (2013). Teachers who teach teachers: Reflections on teacher education. Abington: Routledge.

    Google Scholar 

  • Russell, T., & Loughran, J. (Eds.). (2007). Enacting a pedagogy of teacher education: Values, relationships and practices. Abington: Routledge.

    Google Scholar 

  • Sadler, M. (1979). How far can we learn anything of practical value from the study of foreign systems of education. In J. H. Higginson (Ed.), Selections from Michael Sadler (pp. 48–51). Liverpool: Dejall and Meyorre. (Original work published in 1900).

    Google Scholar 

  • Samaras, A. P. (2002). Self-study for teacher educators: Crafting a pedagogy for educational change. New York: Peter Lang Publishing.

    Google Scholar 

  • Sandretto, S., Ballard, K., Burke, P., Kane, R., Lang, C., Schon, P., & Whyte, B. (2009). Nailing jello to the wall: Articulating conceptualizations of social justice. Teachers and Teaching: Theory and Practice, 13(3), 307–322.

    Article  Google Scholar 

  • Sarup, M. (1993). An introductory guide to post-structuralism and postmodernism. New York: Pearson Education.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

    Google Scholar 

  • Schön, D. A. (Ed.). (1991). The reflective turn: Case studies in and on educational practice. New York: Basic Books.

    Google Scholar 

  • Schön, D. A. (1995). The new scholarship requires a new epistemology. Change, 27(6), 26–34.

    Article  Google Scholar 

  • Schuck, S., & Pereira, P. (2011). What counts in mathematics education? In What counts in teaching mathematics (pp. 1–9). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Schulte, A. (2008). Seeking integrity in teacher education: Transforming student teachers, transforming myself (Vol. 7). Springer Science & Business Media. Dordrecht, The Netherlands.

    Google Scholar 

  • Schwab, J. J. (1971). The practical: Arts of eclectic. School Review, 79, 493–542.

    Article  Google Scholar 

  • Schwab, J. J. (1978). Eros and education: A discussion of one aspect of discussion. In I. Westbury & N. Wilkof (Eds.), Science, curriculum and liberal education: Selected essays. Chicago: University of Chicago Press. (Original work published in 1954).

    Google Scholar 

  • Schwab, J. J. (1978). The “impossible” role of the teacher in progressive education. In I. Westbury & N. Wilkof (Eds.), Science, curriculum and liberal education: Selected essays. Chicago: University of Chicago Press. (Original work published in 1959).

    Google Scholar 

  • Schwab, J. J. (1969). The practical: A language for curriculum. School Review, 78, 1–23.

    Article  Google Scholar 

  • Schwab, J. J. (1973). The practical 3: Translation into curriculum. The School Review, 81(4), 501–522.

    Article  Google Scholar 

  • Schwab, J. J. (1983). The practical 4: Something for curriculum professors to do. Curriculum Inquiry, 13(3), 239–265.

    Article  Google Scholar 

  • Schwandt, T. A. (1994). Constructivist, interpretivist approaches to human inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 118–137). Thousand Oaks: SAGE.

    Google Scholar 

  • Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.

    Article  Google Scholar 

  • Shagoury, R., & Power, B. M. (2012). Living the questions: A guide for teacher-researchers. Portland ME: Stenhouse Publishers.

    Google Scholar 

  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(7), 4–14.

    Article  Google Scholar 

  • Shulman, L. (2004). The wisdom of practice: Essays on teaching, learning and learning to teach. San Francisco: Jossey-Bass.

    Google Scholar 

  • Shulman, L. (n.d.). Lee Shulman: Domains. Retrieved from http://www.leeshulman.net/domains/

  • Stenhouse, L. (1983). The relevance of practice to theory. Theory Into Practice, 22(3), 211–215.

    Article  Google Scholar 

  • Stern, D. (2004). The present moment in psychotherapy and everyday life. New York: W. W. Norton.

    Google Scholar 

  • Strauss, S. L. (2001). An open letter to Reid Lyon. Educational Researcher, 30(5), 26–33.

    Article  Google Scholar 

  • Taylor, W. (1983, May 13). Teacher education: Achievements, shortcomings and prospects. Paper presented at the John Adams Memorial Lecture, The lnstitute of Education, London.

    Google Scholar 

  • Thomas, L., & Beauchamp, C. (2011). Understanding new teachers’ professional identities through metaphor. Teaching and Teacher Education, 27(4), 762–769.

    Article  Google Scholar 

  • Thomas, L., & Geursen, J. (2013). Creating spaces for reflection on learning to teach a foreign language through open journals: A Canadian-Dutch self-study. Studying Teacher Education, 9(1), 18–30.

    Article  Google Scholar 

  • Tidwell, D. (2002). A balancing act: Self-study in valuing the individual student. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 30–42). Abingdon: Routledge.

    Google Scholar 

  • Tidwell, D., & Fitzgerald, L. (Eds.). (2006). Self-study and diversity (Vol. 2). Boston: Sense Publishers.

    Google Scholar 

  • Tidwell, D., & Manke, M. P. (2009). Making meaning of practice through visual metaphor. In Research methods for the self-study of practice (pp. 135–153). Dordrecht: Springer.

    Chapter  Google Scholar 

  • Tirri, K., Husu, J., & Kansanen, P. (1999). The epistemological stance between the knower and the known. Teaching and Teacher Education, 15(8), 911–922.

    Article  Google Scholar 

  • Tom, A. (1984). Teaching as a moral craft. Boston: Addison-Wesley Longman.

    Google Scholar 

  • Tomlinson, S. (1997). Edward Lee Thorndike and John Dewey on the science of education. Oxford Review of Education, 23(3), 365–383.

    Article  Google Scholar 

  • Tuval, S., Barak, J., & Gidron, A. (2011). Negotiating a team identity through collaborative self-study. Studying Teacher Education, 7(2), 201–210.

    Article  Google Scholar 

  • United States. National Commission on Excellence in Education (US NCEE). Department of Education. (1983). A nation at risk: The imperative for educational reform, A report to the Nation and the Secretary of Education, United States Department of Education. Washington, DC: The Commission [Supt. of Docs., U.S. G.P.O. distributor].

    Google Scholar 

  • Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127.

    Article  Google Scholar 

  • Vanassche, E., & Kelchtermans, G. (2015). The state of the art in self-study of teacher education practices: A systematic literature review. Journal of Curriculum Studies, 47(4), 508–528.

    Article  Google Scholar 

  • Vanassche, E., Rust, F., Conway, P. F., Smith, K., Tack, H., & Vanderlinde, R. (2015). InFo-TED: Bringing policy, research, and practice together around teacher educator development. In C. Craig & L. Orland-Barak (Eds.), International teacher education: Promising pedagogies (Part C) (pp. 341–364). Bingley: Emerald.

    Chapter  Google Scholar 

  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249–294.

    Article  Google Scholar 

  • Weenie, A. (2010). Self-study: The in-between space of an aboriginal academic. Doctoral dissertation, University of Regina, Regina.

    Google Scholar 

  • Whitehead, J. (1989). Creating a living educational theory from questions of the kind, ‘How do I improve my practice?’. Cambridge Journal of Education, 19(1), 41–52.

    Article  Google Scholar 

  • Whitehead, J., & McNiff, J. (2006). Action research: Living theory. London: SAGE.

    Book  Google Scholar 

  • Williams, J., Ritter, J., & Bullock, S. (2012). Understanding the complexity of becoming a teacher educator: Experience, belonging, and practice within a professional learning community. Studying Teacher Education, 8(3), 245–260.

    Article  Google Scholar 

  • Wilson, S. (2001). Research on history teaching. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 527–544). Washington, DC: American Educational Research Association.

    Google Scholar 

  • Zeichner, K. (1995). Beyond the divide of teacher research and academic research. Teachers and teaching, 1(2), 153–172.

    Article  Google Scholar 

  • Zeichner, K. (2007). Accumulating knowledge across self-studies in teacher education. Journal of Teacher Education, 58(1), 36–46.

    Article  Google Scholar 

  • Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and Teacher Education, 21(8), 935–948.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Teaching, Learning and Culture, Texas A& M University, College Station, TX, USA

    Cheryl J. Craig & Gayle A. Curtis

Authors
  1. Cheryl J. Craig
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gayle A. Curtis
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Cheryl J. Craig .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland School of Education, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, Canada

    Lynn Thomas

Section Editor information

  1. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Craig, C.J., Curtis, G.A. (2020). Theoretical Roots of Self-Study Research. In: Kitchen, J., et al. 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_3-2

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-1710-1_3-2

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-1710-1

  • Online ISBN: 978-981-13-1710-1

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Chapter history

  1. Latest

    Theoretical Roots of Self-Study Research
    Published:
    19 March 2020

    DOI: https://doi.org/10.1007/978-981-13-1710-1_3-2

  2. Original

    Theoretical Roots of Self-Study Research
    Published:
    06 March 2020

    DOI: https://doi.org/10.1007/978-981-13-1710-1_3-1

Search

Navigation