| Title: |
Learning and Living Self-Study Research: Guidelines to the Self-Study Journey |
| Language: |
English |
| Authors: |
Diacopoulos, Mark M.; Gregory, Kristen H.; Branyon, Angela; Butler, Brandon M. |
| Source: |
Studying Teacher Education. 2022 18(2):175-196. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
22 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Independent Study; Educational Research; Doctoral Students; Communities of Practice; Teacher Education; Research Methodology; Autobiographies; Reflection; Educational Practices; Teacher Educators; Scholarship; Cooperative Learning |
| DOI: |
10.1080/17425964.2021.1992859 |
| ISSN: |
1742-5964; 1742-5972 |
| Abstract: |
The teaching and learning of self-study research have received increased attention in recent years, although there is still limited research about the learning of self-study. In this article, we share results from a self-study community of practice that describes how one group of novice teacher-educator-researchers learned self-study in a doctoral seminar on teacher education. The doctoral seminar served as a space through which the students simultaneously learned about and enacted self-study research methods. Data for the study included educational autobiographies and journals between students and the instructor, transcribed audio-recordings of course meetings and coding sessions, and course assignments. Through data analysis, we identified six steps in our particular journey of learning self-study: (1) advancing a willingness to improve; (2) acknowledging the power of reflection; (3) examining practice through collaboration; (4) identifying changes in practice; (5) developing new identities; and (6) sharing with others. We offer our experience of learning self-study to provide readers with one set of signposts, support, encouragement, and direction for the teaching and learning of self-study methods. Findings from this research may provide insights to new self-study researchers, scholars who teach self-study research, and experienced self-study researchers who provide on-going support for self-study colleagues. |
| Abstractor: |
As Provided |
| Entry Date: |
2023 |
| Accession Number: |
EJ1360213 |
| Database: |
ERIC |