Self-study in Teaching and Teacher Education: Characteristics and contributions

Pithouse-Morgan, Kathleen

Abstract

The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10 self-study characteristics identified in the articles. The final analysis shows three broad self-study research contributions: a) teachers and teacher educators advance the education field by becoming accomplished practitioner-researchers, b) a self-directed professional learning paradigm is advantageous for teachers' and teacher educators' professional development, and c) when teachers and teacher educators commit to their professional growth in supportive environments, they benefit themselves and others.

Citation

Pithouse-Morgan, K. (2022). Self-study in Teaching and Teacher Education: Characteristics and contributions. Teaching and Teacher Education, 119, Article 103880. https://doi.org/10.1016/j.tate.2022.103880

• Journal Article Type: Article
• Acceptance Date: Sep 1, 2022
• Online Publication Date: Sep 16, 2022
• Publication Date: Nov 1, 2022
• Deposit Date: Sep 21, 2022
• Publicly Available Date: Sep 22, 2022
• Journal: Teaching and Teacher Education
• Print ISSN: 0742-051X
• Publisher: Elsevier BV
• Peer Reviewed: Peer Reviewed
• Volume: 119
• Article Number: 103880
• DOI: https://doi.org/10.1016/j.tate.2022.103880
• Keywords: Practitioner inquiry; Self-study research; Professional development; Professional learning; Professional knowledge; Learning communities
• Public URL: https://nottingham-repository.worktribe.com/output/11201069
• Publisher URL: https://www.sciencedirect.com/science/article/pii/S0742051X22002554?via%3Dihub