Abstract
This chapter describes the development of self-study in teacher education practices in Iceland. Narratives of our development as teachers, teacher educators, and researchers, individually and collectively, are representative for our route to the creation of a self-study community. Particular attention is paid to discourses about teacher education practices. We give insights into how we have developed scholarly terms in our native language to be able to discuss within our community of practice the theoretical and methodological approach we have adopted in researching our own practice. Analyzing our vision, values, and beliefs helped us gain an understanding of our professional identities and become active change agents within our professional lives as we developed self-study of teacher education practices.
This is a preview of subscription content, log in via an institution to check access.
References
Dalmau, M. C., & Guðjónsdóttir, H. (2002). Framing professional discourse with teachers: Professional working theory. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 102–129). London: RoutledgeFalmer.
Feldman, A. (2009). Making the self problematic. In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 35–49). Rotterdam: Sense Publishers.
Guðjónsdóttir, H., & Dalmau, M. C. (2017). The fire of transformation: Enacting the active scholarship of teacher education. In M. Dalmau, H. Guðjónsdóttir, & D. Tidwell (Eds.), Taking a fresh look at education: Framing professional learning in education through self-study (pp. 73–88). Rotterdam: Sense.
Guðjónsdóttir, H., & Jónsdóttir, S. R. (2012). Háskólakennarar rýna í starf sitt: Þróun framhaldsnámskeiðs í kennaramenntun. [University teachers reflect on their practice: Development of a graduate course in teacher education.] Ráðstefnurit Netlu Menntakvika. Retrieved: http://netla.hi.is/menntakvika2012/
Guðjónsdóttir, H., & Kristinsdóttir, J. V. (2006). Teaching all children mathematics: How self-study made a difference. In D. Tidwell & L. Fitzgerald (Eds.), Self-study and diversity (Vol. 2, pp. 195–212). Rotterdam: Sense Publishers.
Guðjónsdóttir, H., & Kristinsdóttir, J. V. (2007a). Kennarar eru á mörkum gamalla tíma og nýrra. Þróun námskeiðs um stærðfræðikennslu fyrir alla. [Teachers transferring from old times to new: Development of a course in mathematics for all.] Netla. – Veftímarit um uppeldi og menntun. Retrieved from http://netla.khi.is/greinar/2007/016/index.htm
Guðjónsdóttir, H., & Kristinsdóttir, J. V. (2007b). Preparing teachers to teach all children mathematics. In P. A. Bartolo, A. M. Lous, & T. Hofsäss (Eds.), Responding to student diversity: Teacher education and classroom practice. Proceedings of the international conference on teacher education for responding to student diversity (pp. 44–61). Malta: Faculty of Education, Univeristy of Malta.
Guðjónsdóttir, H., & Kristinsdóttir, J. V. (2011). Team-teaching about mathematics for all: Collaborative self-study. In S. Schuck & P. Pereira (Eds.), What counts in teaching mathematics: Adding value to self and content (pp. 29–43). Dordrecht: Springer.
Guðjónsdóttir, H., Kristinsdóttir, J. V., & Óskarsdóttir, E. (2007). Mathematics for all: Preparing teachers to teach in inclusive classrooms. In L. Østergaard Johansen (Ed.), Mathematics teaching and inclusion. Proceedings of the 3rd Nordic research conference on special needs education in mathematics (pp. 123–136). Aalborg: Aalborg University.
Guðjónsdóttir, H., Kristinsdóttir, J. V., & Óskarsdóttir, E. (2010). Teachers’ development in mathematics teaching through reflective discussions. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. D. Søndergaard, & L. Haapasalo (Eds.), The first sourcebook on Nordic research in mathematics education (pp. 487–494). Charlotte: Information Age Publishing.
Guðjónsdóttir, H., Gísladóttir, K. R., & Jónsdóttir, S. R. (2014). Collaborative supervision of master‘s projects: A self-study by three university-based teacher educators. In D. Garbett & A. Ovens (Eds.), Changing practices for changing times: Past, present and future possibilities for self-study research (pp. 112–114). Herstmonceux Castle/Auckland: The University of Auckland.
Guðjónsson, H. (2002). Teacher learning and language: A pragmatic self-study (Unpublished doctoral thesis). University of British Columbia.
Jaworski, B. (2006). Theory and practice in mathematics teaching development: Critical inquiry as a mode of learning in teaching. Journal of Mathematics Teacher Education, 9(2), 187–211.
Jónsdóttir, S. R., & Gísladóttir, K. R. (2017). Dveveloping teachers’ professional identities: Weaving the tapestry of professional working theory. In M. Dalmau, H. Guðjónsdóttir, & D. Tidwell (Eds.), Taking a fresh look at education: Framing professional learning in education through self-study (pp. 149–168). Rotterdam: Sense.
Jónsdóttir, S. R., Guðjónsdóttir, H., & Gísladóttir, K. R. (2015). Using self-study to develop a third space for collaborative supervision of master’s projects in teacher education. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 11(1), 32–48.
Korthagen, F., & Lunenberg, M. (2004). Links between self-study and teacher education reform. In J. Loughran, M. L. Hamilton, V. Laboskey, & T. Russell (Eds.), International handbook of teaching and teacher education practice. Dordrecht/Boston/London: Kluwer.
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core refelction as means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47–71.
Kristinsdóttir, J. V. (2006). Rannsókn kennara á eigin kennslu á yngsta stigi grunnskóla. [Self-study into teaching in primary grades]. Uppeldi og menntun, 15(3), 43–64.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Loughran, J. (2014). Professionally developing as a teacher educator. Journal of Teacher Education, 65(4), 271–283.
Pinnegar, S., & Hamilton, M. L. (2010). Self-study of practice as a genre of qualitative research: Theory, methodology and practice. Dordrecht: Springer.
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.
Samaras, A., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. D. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education: A Journal of Self-study of Teacher Education Practice, 8(3), 303–320.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Wenger-Trayner, E., & Wenger-Trayner, B. (2015). Learning in a landscape of practice: A framework. In E. Wenger-Trayner, M. Fenton-O’Creevy, S. Hutchinsn, C. Kubiak, & B. Wenger-Trayner (Eds.), Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning (pp. 13–29). London: Routledge.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Section Editor information
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this entry
Cite this entry
Kristinsdóttir, J.V., Jónsdóttir, S.R., Gísladóttir, K.R., Óskarsdóttir, E., Guðjónsdóttir, H. (2019). Cultivating Self-Study. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 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_49-1
Download citation
DOI: https://doi.org/10.1007/978-981-13-1710-1_49-1
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