Through self-study research, teacher educators, teachers, and other professionals reimagine their practice to contribute to new ways of knowing and doing. Self-studies can be performed in a multitude of ways and from a variety of viewpoints. Self-study’s methods and modes continue to evolve due to the methodology’s inherent freedom for exploration and discovery. This fundamental elasticity has encouraged self-study researchers to combine techniques and explore and design novel approaches as they create improvement-focused exemplars. This special issue presents diverse experiences and perspectives on poetry as methodological and epistemic inventiveness, demonstrating poetic self-study exemplars and processes as resources for others. The contributors include novice and more experienced self-study scholars working across professional and academic contexts in diverse regions of Australia, Brazil, Iceland and Japan, South Africa, and the USA. We invite you to read their poetic self-study research and to step back as we did to see what this collective tapestry adds to the self-study knowledge base.
Pithouse-Morgan, K., & Samaras, A. P. (2022). Editorial: Poetic Self-Study Research. Studying Teacher Education, 18(3), 219-222. https://doi.org/10.1080/17425964.2022.2080168