Skip to main content
SpringerLink
Log in

Who Does Self-Study and Why?

  • Reference work entry
  • First Online:
International Handbook of Self-Study of Teaching and Teacher Education Practices

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

Abstract

In this chapter, the authors consider the question, “Who does self-study and why?” This is a complicated question given the broad base of self-study publications in books, journals, and conference proceedings. To provide focus and to avoid overlap with other chapters in this handbook, this chapter reviews research published in Studying Teacher Education to uncover which educators conduct self-study research and their institutional and national affiliations. Following this consideration of who conducts self-study, Kelchterman’s personal interpretive framework is used as an analytic frame to understand why educators use self-study of teacher education practices. After recognizing the “who and why” of self-study research in teacher education, the authors extend the review beyond Studying Teacher Education to reveal the extent to which self-study research is present outside education and teacher education. Using Polkinghorne’s “practices of care,” research in a number of disciplines – medical and nursing education, physical and occupational therapy, and counseling and social work – is reviewed for references to self-study research. Uncovering a limited presence, the authors identify exemplars of autoethnographic and narrative inquiry studies in each discipline and consider the ways in which such research may be adapted to self-study. The chapter concludes with recommendations for how self-study research can be extended beyond its current disciplinary, geographic, and institutional boundaries.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 499.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 699.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Allard, A. C., & Gallant, A. (2012). Is this a meaningful learning experience? Interactive critical self-inquiry as investigation. Studying Teacher Education, 8(3), 261–273.

    Google Scholar 

  • Alvarez, A. R. G. (2017). Keeping them out, letting you in: Fighting academons through critical queer reflexivity, performance poetics, and uncovering a scholar of color identity. Affilia, 32(2), 251–258.

    Google Scholar 

  • 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.

    Google Scholar 

  • Auld, G., Ridgway, A., & Williams, J. (2013). Digital oral feedback on written assignments as professional learning for teacher educators: A collaborative self-study. Studying Teacher Education, 9(1), 31–44.

    Google Scholar 

  • Averett, P. (2009). The search for wonder woman: An autoethnography of feminist identity. Affilia, 24(4), 360–368.

    Google Scholar 

  • Barbour, L. C. (2016). Exploring oncology nurses’ grief: A self-study. Asia-Pacific Journal of Oncology Nursing, 3(3), 233–240.

    Google Scholar 

  • Bashiruddin, A. (2006). A Pakistani teacher educator’s self-study of teaching self-study research. Studying Teacher Education, 2(2), 201–212.

    Google Scholar 

  • Bastos, M., & Sa, H. (2015). Pathways to teacher education for intercultural communicative competence: Teachers’ perceptions. The Language Learning Journal, 43(2), 131–147.

    Google Scholar 

  • Bear-Lehman, J. (2002). A word about qualitative research. Journal of Hand Therapy, 15(1), 85–86.

    Google Scholar 

  • Bodone, F., Guðjónsdóttir, H., & Dalmau, M. C. (2004). Revisioning and recreating practice: Collaboration in 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. 709–743). Dordrecht: Springer.

    Google Scholar 

  • Borders, L. D., & Giordano, A. L. (2016). Confronting confrontation in clinical supervision: An analytical autoethnography. Journal of Counseling and Development, 94, 454–463.

    Google Scholar 

  • Brubaker, N. D. (2010). Negotiating authority by designing individualized grading contracts. Studying Teacher Education, 6(3), 257–267.

    Google Scholar 

  • Brubaker, N. D. (2012). Multiple layers of self in an evolving pedagogy of teacher education: Conflict and compromise in a quest for classroom democracy. Studying Teacher Education, 8(1), 3–18.

    Google Scholar 

  • Bullock, S. M. (2012). Creating a space for the development of professional knowledge: A self-study of supervising teacher candidates during practicum placements. Studying Teacher Education, 8(2), 143–156.

    Google Scholar 

  • Bullock, S. M. (2014). Exploring the impact of prior experiences in non-formal education on my pedagogy of teacher education. Studying Teacher Education, 10(2), 103–116.

    Google Scholar 

  • Bullock, S. M. (2017). Understanding candidates’ learning relationships with their cooperating teachers: A call to reframe my pedagogy. Studying Teacher Education, 13(2), 179–192.

    Google Scholar 

  • Bullock, S. M., & 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.

    Google Scholar 

  • Bullock, S. M., & Ritter, J. K. (2011). Exploring the transition into academia through collaborative self-study. Studying Teacher Education, 7(2), 171–181.

    Google Scholar 

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

    Google Scholar 

  • Burchell, H. (2008). Making space for the imagination: Observations for tutors engaged in self-study. Studying Teacher Education, 4(1), 77–91.

    Google Scholar 

  • Butler, B. M., & Diacopoulos, M. M. (2016). Re/learning student teaching supervision: A co/autoethnographic self-study. Studying Teacher Education, 12(2), 117–134.

    Google Scholar 

  • Butler, B. M., Burns, E., Frierman, C., Hawthorne, K., Innes, A., & Parrott, J. A. (2014). The impact of a pedagogy of teacher education seminar on educator and future teacher educator identities. Studying Teacher Education, 10(3), 255–274.

    Google Scholar 

  • Carpenter, C. (1997). Conducting qualitative research in physiotherapy: A methodological example. Physiotherapy, 83(10), 547–552.

    Google Scholar 

  • Carra, K. A., Fortune, T., Ennals, P., D’Cruz, K., & Kohn, H. (2017). Supporting scholarly identity and practice: Narratives of occupational therapy academics. British Journal of Occupational Therapy, 80(8), 502–509.

    Google Scholar 

  • Chang, M. K., Rao, K., Stewart, M. L., Farley, C. A., & Li, K. (2016). Toward contextual experimentation: Creating a faculty learning community to cultivate writing-to-learn practices. Studying Teacher Education, 12(1), 20–36.

    Google Scholar 

  • Clandinin, J., & Cave, M. T. (2008). Creating pedagogical spaces for developing doctor professional identity. Medical Education, 42, 765–770.

    Google Scholar 

  • Clandinin, J., Cave, M. T., & Cave, A. (2011). Narrative reflective practice in medical education for residents: Composing shifting identities. Advances in Medical Education and Practice, 2, 1–7.

    Google Scholar 

  • Clandinin, J., Cave, M. T., & Berendonk, C. (2017). Narrative inquiry: A relational research methodology for medical education. Medical Education, 51, 89–96.

    Google Scholar 

  • Clark, C. M. (2001). Talking shop: Conversations and teacher learning. New York: Teachers College Press.

    Google Scholar 

  • Clift, R. T. (2011). Shifting roles, shifting contexts, maintaining identity. Studying Teacher Education, 7(2), 159–170.

    Google Scholar 

  • Coia, L., & Taylor, M. (2010). Co/autoethnography: Exploring our teaching selves collaboratively. In D. L. Tidwell, M. L. Heston, & L. M. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 3–16). New York: Springer.

    Google Scholar 

  • Cole, A. L., & Knowles, J. G. (1998). The self-study of teacher education practices and the reform of teacher education. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 224–234). New York: Routledge.

    Google Scholar 

  • Cuenca, A. (2010). In loco paedagogus: The pedagogy of a novice university supervisor. Studying Teacher Education, 6(1), 29–43.

    Google Scholar 

  • Dewey, J. (1938). Experience and education. New York: Touchstone.

    Google Scholar 

  • Donnelly, R. (2006). Integrating learning technologies with experiential learning in a postgraduate teacher education course. Studying Teacher Education, 2(1), 91–104.

    Google Scholar 

  • Drevdahl, D. J., Stackman, R. W., Purdy, J. M., & Louie, B. Y. (2002). Merging reflective inquiry and self-study as a framework for enhancing the scholarship of teaching. Journal of Nursing Education, 41(9), 413–419.

    Google Scholar 

  • Eberhardt, A., & Heinz, M. (2017). Walk little, look lost: Tuning into teachers’ action research rhythm. Studying Teacher Education, 13(1), 36–51.

    Google Scholar 

  • Esposito, J. (2014). Pain is a social construction until it hurts: Living theory on my body. Qualitative Inquiry, 20(1), 1179–1190.

    Google Scholar 

  • Farrell, L. (2017). When I say … autoethnography. Medical Education, 51, 11–12.

    Google Scholar 

  • Farrell, L., Bourgeois-Law, G., Regehr, G., & Ajjawi, R. (2015). Autoethnography: Introducing “I” into medical education research. Medical Education, 49, 974–982.

    Google Scholar 

  • Fletcher, T., & Bullock, S. M. (2012). Enacting literacy pedagogies: A collaborative self-study by teacher educators in physical education and science. Studying Teacher Education, 8(1), 19–33.

    Google Scholar 

  • Fletcher, T., Ní Chróinín, D., & O’Sullivan, M. (2016). A layered approach to critical friendship as a means to support pedagogical innovations in preservice teacher education. Studying Teacher Education, 12(3), 302–319.

    Google Scholar 

  • Foster, K., McAllister, M., & O’Brien, L. (2006). Extending the boundaries: Autoethnography as an emergent method in mental health nursing research. International Journal of Mental Health Nursing, 15, 44–53.

    Google Scholar 

  • Frank, G., & Polkinghorne, D. (2010). Qualitative research in occupational therapy: From the first to the second generation. OTJR: Occupation, Participation and Health, 30(2), 51–57.

    Google Scholar 

  • Fransson, G., & Holmberg, J. (2012). Understanding the theoretical framework of technological pedagogical content knowledge: A collaborative self-study to understand teaching practice and aspects of knowledge. Studying Teacher Education, 8(2), 193–204.

    Google Scholar 

  • Gallé, J., & Lingard, L. (2010). A medical student’s perspective of participation in an interprofessional education placement: An autoethnography. Journal of Interprofessional Care, 24(6), 722–733.

    Google Scholar 

  • Galman, S. (2009). Trading in fables: Literary and artistic methods in self-study research. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 129–150). Rotterdam: Sense Publishers.

    Google Scholar 

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

    Google Scholar 

  • Garbett, D., Fitzgerald, L. M., & Thomas, L. (2019). Re-turning to Herstmonceux: Tracing self-study research through caste conferences. In A. Berry, S. Bullock, A. Crowe, H. Guðjónsdóttir, J. Kitchen, & M. Taylor (Eds.), International handbook of self-study of teaching and teacher education (2nd ed.). Dordrecht: Springer.

    Google Scholar 

  • Gardner, L. D., & Lane, H. (2010). Exploring the personal tutor-student relationship: An autoethnographic approach. Journal of Psychiatric and Mental Health Nursing, 17, 342–347.

    Google Scholar 

  • Gísladóttir, K. R. (2014). “Tjaa, I do have ears, but I do not hear”: New literacy studies and the awakening of a hearing teacher. Studying Teacher Education, 10(2), 179–194.

    Google Scholar 

  • Gorman, J. (1993). Postmodernism and the conduct of inquiry in social work. Affilia, 8(3), 247–264.

    Google Scholar 

  • Grant, M. R., & Butler, B. M. (2018). Why self-study? An exploration of personal, professional, and programmatic influences in the use of self-study research. Studying Teacher Education, 14(3), 320–330.

    Google Scholar 

  • Gregory, K., Diacopoulos, M. M., Branyon, A., & Butler, B. M. (2017). From skepticism to scholarship: Learning and living self-study research in a doctoral seminar. Studying Teacher Education, 13(3), 257–274.

    Google Scholar 

  • Grierson, A. (2010). Changing conceptions of effective teacher education: The journey of a novice teacher educator. Studying Teacher Education, 6(1), 3–15.

    Google Scholar 

  • Grierson, A., Tessaro, M. L., Grant, C., Cantalini-Williams, M., Denton, R., Quigg, K., & Bumstead, J. (2012). The bricks and mortar of our foundation for faculty development: Book-study within a self-study professional learning community. Studying Teacher Education, 8(1), 87–104.

    Google Scholar 

  • Guðjónsson, H. (2007). Learning to think of learning to teach as situated: A self-study. Studying Teacher Education, 3(1), 23–34.

    Google Scholar 

  • Hamilton, M. L. (2006). Researcher as teacher: Lessons modeled by a well-remembered scholar. Studying Teacher Education, 1(1), 85–102.

    Google Scholar 

  • Hamilton, M. L., & Pinnegar, S. (2013). A topography of collaboration: Methodology, identity and community in self-study of practice research. Studying Teacher Education, 9(1), 74–89.

    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.

    Google Scholar 

  • Hargons, C., Lantz, M., Marks, L. R., & Voelkel, E. (2017). The Counseling Psychologist, 45(7), 1017–1047.

    Google Scholar 

  • Harrison, J., & McKeon, F. (2010). Perceptions of beginning teacher educators of their development in research and scholarship: Identifying the “turning point” experiences. Journal of Education for Teaching, 36, 19–34.

    Google Scholar 

  • Hervey, L. W. (2000). Artistic inquiry in dance/movement therapy: Creative alternatives for research. Springfield: Charles C. Thomas.

    Google Scholar 

  • Hu, Y., van Veen, K., & Corda, A. (2016). Pushing too little, praising too much? Intercultural misunderstandings between a Chinese doctoral student and a Dutch supervisor. Studying Teacher Education, 12(1), 70–87.

    Google Scholar 

  • Hug, B., & Moller, K. J. (2005). Collaboration and connectedness in two teacher educators’ shared self-study. Studying Teacher Education, 1(2), 123–140.

    Google Scholar 

  • Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher education faculty. New Horizons & Human Resource Development, 27(2), 3–12.

    Google Scholar 

  • Inman, D., & Marlow, L. (2004). Teacher retention: Why do beginning teachers remain in the profession? Education, 124(4), 605–614.

    Google Scholar 

  • Jónsdóttir, S. R., Gísladóttir, K. R., & Guðjónsdóttir, H. (2015). Using self-study to develop a third space for collaborative supervision of master’s projects in teacher education. Studying Teacher Education, 11(1), 32–48.

    Google Scholar 

  • Karki, K. K. (2016). Walking the complexities between two worlds: A personal story of epistemological tensions in knowledge production. Qualitative Social Work, 15(5–6), 628–639.

    Google Scholar 

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

    Google Scholar 

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

    Google Scholar 

  • Kitchen, J. (2005b). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 195–207.

    Google Scholar 

  • Kitchen, J., & Ciuffetelli Parker, D. (2009). Self-study communities of practice: Developing community, critically inquiring as community. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 107–128). Rotterdam: Sense Publishers.

    Google Scholar 

  • Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47–71.

    Google Scholar 

  • Kosnik, C., & Beck, C. (2008). We taught them about literacy but what did they learn? The impact of a preservice teacher education program on the practices of beginning teachers. Studying Teacher Education, 4(2), 115–128.

    Google Scholar 

  • Kosnik, C., Beck, C., Cleovolou, Y., & Fletcher, T. (2009). Improving teacher education through longitudinal research: How studying our graduates led us to give priority to program planning and vision for teaching. Studying Teacher Education, 5(2), 163–175.

    Google Scholar 

  • Koster, B., & ven den Berg, B. (2014). Increasing professional self-understanding: Self-study research by teachers with the help of biography, core reflection and dialogue. Studying Teacher Education, 10(1), 86–100.

    Google Scholar 

  • Krumer-Nevo, M. (2009). Four scenes and an epilogue: Autoethnography of a critical social work agenda regarding poverty. Qualitative Social Work, 8(3), 305–320.

    Google Scholar 

  • LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. 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. 817–870). Dordrecht: Springer.

    Google Scholar 

  • Lindsay, G. M. (2006). Experiencing nursing education research: Narrative inquiry and interpretive phenomenology. Nurse Researcher, 13(4), 30–47.

    Google Scholar 

  • Lindsay, G. M. (2011). Patterns of inquiry: Curriculum as life experience. Nursing Science Quarterly, 24(3), 237–244.

    Google Scholar 

  • Lindsay, G. M., & Smith, F. (2003). Narrative inquiry in a nursing practicum. Nursing Inquiry, 10(2), 121–129.

    Google Scholar 

  • Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. 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. 7–40). Dordrecht: Springer.

    Google Scholar 

  • Loughran, J. J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5–16.

    Google Scholar 

  • Loughran, J. J. (2010). Seeking knowledge for teaching teaching: Moving beyond stories. Studying Teacher Education, 6(3), 221–226.

    Google Scholar 

  • Loughran, J. J., & Brubaker, N. (2015). Working with a critical friend: A self-study of executive coaching. Studying Teacher Education, 11(3), 255–271.

    Google Scholar 

  • Loughran, J. J., & Northfield, J. (1998). A framework for the development of self-study practice. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 7–18). New York: Routledge.

    Google Scholar 

  • Loughran, J. J., & Russell, T. (2007). Beginning to understand teaching as a discipline. Studying Teacher Education, 3(2), 217–227.

    Google Scholar 

  • Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Springer.

    Google Scholar 

  • Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. Journal of Higher Education, 74(2), 150–171.

    Google Scholar 

  • Lunenberg, M., Korthagen, F., & Zwart, R. (2011). Self-study research and the development of teacher educators’ professional identities. European Educational Research Journal, 10(3), 407–420.

    Google Scholar 

  • Lyons, N., Halton, C., & Freidus, H. (2013). Reflective inquiry as transformative self-study for professional education and learning. Studying Teacher Education, 9(2), 163–174.

    Google Scholar 

  • Makaiau, A. S., Leng, L., & Fukui, S. (2015). Journaling and self-study in an international research collective. Studying Teacher Education, 11(1), 64–80.

    Google Scholar 

  • Margolin, I. (2008). Creating collegial relationships: A precondition and product of self-study. Studying Teacher Education, 4(2), 173–186.

    Google Scholar 

  • McDonough, S. (2017). Taking a return to school: Using self-study to learn about teacher educator practice. Studying Teacher Education, 13(3), 241–256.

    Google Scholar 

  • McIlveen, P., Beccaria, G., du Preez, J., & Patton, W. (2010). Autoethnography in vocational psychology: Wearing your class on your sleeve. Journal of Career Development, 37(3), 599–615.

    Google Scholar 

  • McMillan, C., & Ramirez, H. E. (2016). Autoethnography as therapy for trauma. Women & Therapy, 39, 432–458.

    Google Scholar 

  • Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 international conference on self-study of teacher education practices. Studying Teacher Education, 13(1), 105–122.

    Google Scholar 

  • Molloy, E., & Bearman, E. (2019). Embracing the tension between vulnerability and credibility: ‘Intellectual candour’ in health professions education. Medical Education, 53(1), 32–41.

    Google Scholar 

  • Monrouxe, L. V. (2010). Identity, identification and medical education: Why should we care? Medical Education, 44, 40–99.

    Google Scholar 

  • Mueller, A. (2006). A teacher educator’s fate: Seeking contexts to engage student teachers in thinking about learning to teach. Studying Teacher Education, 2(2), 137–153.

    Google Scholar 

  • Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.

    Google Scholar 

  • Nicol, C. (2006). Designing a pedagogy of inquiry in teacher education: Moving from resistance to listening. Studying Teacher Education, 2(1), 25–41.

    Google Scholar 

  • Nieto, S. (2010). The light in their eyes: Creating multicultural communities (10th anniversary ed.). New York: Teachers College Press.

    Google Scholar 

  • Nilsson, P. (2010). Capturing the complexity of practice: A self-study in the context of engineering education. Studying Teacher Education, 6(2), 187–200.

    Google Scholar 

  • Peterson, A. L. (2015). A case for the use of autoethnography in nursing research. Journal of Advanced Nursing, 71(1), 226–233.

    Google Scholar 

  • Petty, N. J., Thomson, O. P., & Stew, G. (2012a). Ready for a paradigm shift? Part I: Introducing the philosophy of qualitative research. Manual Therapy, 17(4), 267–274.

    Google Scholar 

  • Petty, N. J., Thomson, O. P., & Stew, G. (2012b). Ready for a paradigm shift? Part II: Introducing qualitative research methodologies and methods. Manual Therapy, 17(5), 378–384.

    Google Scholar 

  • Pinnegar, S., Lay, C. D., Bigham, S., & Dulude, C. (2005). Teaching as highlighted by mothering: A narrative inquiry. Studying Teacher Education, 1(1), 55–67.

    Google Scholar 

  • Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015a). Polyvocal professional learning through self-study research. Rotterdam: Sense.

    Google Scholar 

  • Pithouse-Morgan, K., & Samaras, A. P. (2015b). The power of “we” for professional learning. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 1–20). Rotterdam: Sense.

    Google Scholar 

  • Polkinghorne, D. (1988). Narrative knowing in the human sciences. Albany: State University of New York Press.

    Google Scholar 

  • Polkinghorne, D. (2004). Practice and the human sciences: The case for a judgment-based practice of care. Albany: State University of New York Press.

    Google Scholar 

  • Pressick-Kilborn, K., & te Riele, K. (2008). Learning from reciprocal peer observation: A collaborative self-study. Studying Teacher Education, 4(1), 61–75.

    Google Scholar 

  • Ragoonaden, K. (2015). Self-study of teacher education practices and critical pedagogy: The fifth moment in a teacher educator’s journey. Studying Teacher Education, 11(1), 81–95.

    Google Scholar 

  • Ragoonaden, K., Morajelo, L., & Kennedy, L. (2018). Critical friendship and inter-faculty collaborative inquiry: Teacher education and nursing education. Education, 24(1), 72–85.

    Google Scholar 

  • Ramirez, L. A., Allison-Roan, V. A., Peterson, S., & Elliott-Johns, S. E. (2012). Supporting one another as beginning teacher educators: Forging an online community of critical inquiry into practice. Studying Teacher Education, 8(2), 109–126.

    Google Scholar 

  • Rice, M. F., Newberry, M., Whiting, E., Cutri, R., & Pinnegar, S. (2015). Learning from experiences to non-personhood: A self-study of teacher educator identities. Studying Teacher Education, 11(1), 16–31.

    Google Scholar 

  • Ritter, J. K. (2007). Forging a pedagogy of teacher education: The challenges of moving from classroom teacher to teacher educator. Studying Teacher Education, 3(1), 5–22.

    Google Scholar 

  • Ritter, J. K. (2009). Developing a vision of teacher education: How my classroom teacher understandings evolved in the university environment. Studying Teacher Education, 5(1), 45–60.

    Google Scholar 

  • Ritter, J. K. (2011). On the affective challenges of developing a pedagogy of teacher education. Studying Teacher Education, 7(3), 219–233.

    Google Scholar 

  • Ritter, J. K. (2017). Those who can do self-study, do self-study: But can they teach it? Studying Teacher Education, 13(1), 20–35.

    Google Scholar 

  • Ritter, J. K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A. P., & Vanassche, E. (Eds.). (2018). Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay. Dordrecht: Springer.

    Google Scholar 

  • Rot, S. C. (2018). Stepping in: My experience of embodied power through the relational-cultural framework. American Journal of Dance Therapy, 40, 44–67.

    Google Scholar 

  • Russell, T. (2017). Improving the quality of practicum learning: Self-study of a faculty member’s role in practicum supervision. Studying Teacher Education, 13(2), 193–209.

    Google Scholar 

  • Russell, T., Fuentealba, R., & Hirmas, C. (2016). Formadores de formadores, descubriendo la propia voz a través del self-study. Santiago: Organización de Estados Iberoamericanos.

    Google Scholar 

  • Sakamoto, M., & Chan, E. (2006). Informing teacher education through cross-cultural teaching and learning: Dialogic inquiry into Japanese and Canadian school experience. Studying Teacher Education, 2(2), 213–228.

    Google Scholar 

  • Samaras, A. P., Guðjónsdóttir, H., McMurrer, J. R., & Dalmau, M. C. (2012). Self-study of a professional organization in pursuit of a shared enterprise. Studying Teacher Education, 8(3), 303–320.

    Google Scholar 

  • Samaras, AP., Karczmarczyk, D., Smith, L., Woodville, L., Harmon, L., Nasser, I., … Swanson, R. (2014a). The shark in the vitrine: Experiencing our practice from the inside out with transdisciplinary lenses. Journal of Transformative Education, 12(4), 368–388.

    Google Scholar 

  • Samaras, AP., with Karczmarczyk, D., Smith, L., Woodville, L., Harmon, L., Nasser, I., … Swanson, R. (2014b). A pedagogy changer: Transdisciplinary faculty self-study. Perspectives in Education, 32(2), 117–135.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner. New York: Basic Books.

    Google Scholar 

  • Schuck, S. (2009). How did we do? Beginning teachers teaching mathematics in primary schools. Studying Teacher Education, 5(2), 113–123.

    Google Scholar 

  • Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121.

    Google Scholar 

  • Senese, J. C. (2005). Teach to learn. Studying Teacher Education, 1(1), 43–54.

    Google Scholar 

  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.

    Google Scholar 

  • Smith, D., & Cook, A. (1992). Teacher education and the principle of uniqueness. South Pacific Journal of Teacher Education, 20(2), 137–146.

    Google Scholar 

  • Smith, P., Warrican, S. J., & Kumi-Yeboah, A. (2016). Linguistic and cultural appropriations of an immigrant multilingual literacy teacher educator. Studying Teacher Education, 12(1), 88–112.

    Google Scholar 

  • Spiteri, D. (2010). Back to the classroom: Lessons learnt by a teacher educator. Studying Teacher Education, 6(2), 131–141.

    Google Scholar 

  • Stolder, M. E., Hydo, S. K., Zorn, C. R., & Bottoms, M. S. (2007). Fire, wind, earth, and water: Raising the education threshold through teacher self-awareness. Journal of Transcultural Nursing, 18(3), 265–270.

    Google Scholar 

  • Sullivan, W. M., & Rosin, M. S. (2008). A new agenda for higher education: Shaping a life of the mind for practice. San Francisco: Jossey-Bass.

    Google Scholar 

  • Sultana, R. G. (2005). The initial education of high school teachers: A critical review of major issues and trends. Studying Teacher Education, 1(2), 225–243.

    Google Scholar 

  • Tauer, S. M., & Tate, P. M. (1998). Growth of reflection in teaching: Reconciling the models. Teaching Education, 9(2), 143–153.

    Google Scholar 

  • Taylor, M., & Coia, L. (2009). Co/autoethnography: Investigating teachers in relation. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 169–186). Rotterdam: Sense.

    Google Scholar 

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

    Google Scholar 

  • Tidwell, D. L., Wymore, L., Garza, A., Estrada, M., & Smith, H. L. (2011). Creating a professional learning community through self-study. Studying Teacher Education, 7(3), 315–330.

    Google Scholar 

  • Turner, G. W., Pelts, M., & Thompson, M. (2018). Between the academy and queerness: Microaggressions in social work education. Affilia, 33(1), 98–111.

    Google Scholar 

  • Turniansky, B., Barak, J., Tuval, S., Gidron, A., & Mansur, R. (2010). Conversations in a collaborative space: From stories to concepts to dimensions. Studying Teacher Education, 6(3), 303–312.

    Google Scholar 

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

    Google Scholar 

  • Walker, E. (2007). A teacher educator’s role in an Asia-derived learning study. Studying Teacher Education, 3(1), 103–114.

    Google Scholar 

  • Walton-Fisette, J. L. (2017). Enduring or stubbornness? What it takes to be a “runner” with physical limitations. Journal of Sport and Social Issues, 41(4), 275–289.

    Google Scholar 

  • Warne, K. E., & Hoppes, S. (2009). Lessons in living and dying from my first patient: An autoethnography. Canadian Journal of Occupational Therapy, 76(4), 309–316.

    Google Scholar 

  • Williams, J. (2013). Boundary crossing and working in the third space: Implications for a teacher educator’s identity and practice. Studying Teacher Education, 9(2), 118–129.

    Google Scholar 

  • Williams, J., & Berry, A. (2016). Boundary crossing and the professional learning of teacher educators in new international contexts. Studying Teacher Education, 12(2), 135–151.

    Google Scholar 

  • Williams, J., & Grierson, A. (2016). Facilitating professional development during international practicum: Understanding our work as teacher educators through critical incidents. Studying Teacher Education, 12(1), 55–69.

    Google Scholar 

  • Williams, J., & Power, K. (2010). Examining teacher educator practice and identity through core reflection. Studying Teacher Education, 6(2), 115–130.

    Google Scholar 

  • Williams, J., Ritter, J. K., & Bullock, S. M. (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.

    Google Scholar 

  • Wilson, I., Cowin, L. S., Johnson, M., & Young, H. (2013). Professional identity in medical students: Pedagogical challenges to medical education. Teaching and Learning in Medicine, 25(4), 369–373.

    Google Scholar 

  • Woods, J. C. (2017). Self-study as a method for continuous professional learning in nursing education (Unpublished dissertation). Queens University, Ontario.

    Google Scholar 

  • Wright, J. K. (2009). Autoethnography and therapy: Writing on the move. Qualitative Inquiry, 15(4), 623–640.

    Google Scholar 

  • Yalom, L. D. (2008). Staring at the sun: Overcoming the terror of death. San Francisco: Jossey-Bass.

    Google Scholar 

  • Zavattaro, S. (2014). Athletic identity – Or an autoethnography of almost losing a leg. Qualitative Research Journal, 14(3), 272–288.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Old Dominion University, Norfolk, VA, USA

    Brandon M. Butler

  2. University of West Georgia, Carrollton, GA, USA

    Angela Branyon

Authors
  1. Brandon M. Butler
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Angela Branyon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brandon M. Butler .

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, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe

  5. Department of Educational Foundations, Montclair State University, Montclair, NJ, USA

    Monica Taylor

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

    Hafdís Guðjónsdóttir

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

Butler, B.M., Branyon, A. (2020). Who Does Self-Study and Why?. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_5

Download citation

Publish with us

Policies and ethics

Search

Navigation