Journal writing as a self-study method: teacher educator professional learning and self-understanding

Journaling is a common method used by self-study researchers. In this chapter, the author illustrates how she has used the writing of a personal reflective journal as a key data generation tool in a self-study about making the transition from school teacher to university-based teacher educator. The self-study presented in this chapter explored the author’s professional transition over the course of 1 year, during which her journal writing proved to be more than merely a source of data, and a record of events and experiences. The act of writing and reflecting facilitated deeper understanding of the complex processes involved in becoming a teacher educator and enabled the author/researcher to record, question, wonder and attempt to explain her actions and emotions, and those of people around her. This chapter illuminates the ways in which journaling as a self-study method helps researchers to keep the focus on the self in a self-study, while also considering the range of contextual factors that influence the process of professional becoming. The author concluded that journaling takes courage and requires deep reflection. It provided an opportunity to express how she experienced becoming a teacher educator and was a window into who she is as a teacher, teacher educator and researcher. Although this involves being vulnerable and trusting of the reader, such sharing of personal experiences and insights contributes to knowledge of the work and lives of teacher educators more broadly.