Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry

Janneke Geursen; Amanda Berry; Els Hagebeuk; Carmen Peters; Mieke Lunenberg

Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry

Janneke Geursen, Amanda Berry, Els Hagebeuk, Carmen Peters, Mieke Lunenberg

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Abstract

The authors of this study are 14 Dutch teacher educators who worked together as a self-study community of inquiry (COI) over one year. The aim of the group was to learn about, and facilitate, self-study research by participants in a planned and systematic way, within a supportive network. The project design was informed by a set of guidelines for supporting a self-study COI that had been articulated, refined and revised over several years. In this study, we revisit the guidelines, and in particular two recently added guidelines, as we sought to interpret and enact them within our COI.

Original language	English
Title of host publication	Enacting Self-Study as Methodology for Professional Inquiry
Editors	Dawn Garbett, Alan Ovens
Place of Publication	Washington DC USA
Publisher	Self-Study of Teacher Education Practices (S-STEP)
Chapter	18
Pages	155-162
Number of pages	8
Edition	1st
ISBN (Print)	9780473358938
Publication status	Published - 2016
Externally published	Yes

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1 Chapter (Book)

All brain and still no body: Moving towards a pedagogy of embodiment in teacher education
McDonough, S., Forgasz, R., Berry, A. & Taylor, M., 2016, Enacting Self-Study as Methodology for Professional Inquiry. Garbett, D. & Ovens, A. (eds.). USA: Self-Study of Teacher Education Practices (S-STEP), p. 433-439 7 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

Open Access
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Cite this

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title = "Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry",

abstract = "The authors of this study are 14 Dutch teacher educators who worked together as a self-study community of inquiry (COI) over one year. The aim of the group was to learn about, and facilitate, self-study research by participants in a planned and systematic way, within a supportive network. The project design was informed by a set of guidelines for supporting a self-study COI that had been articulated, refined and revised over several years. In this study, we revisit the guidelines, and in particular two recently added guidelines, as we sought to interpret and enact them within our COI.",

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editor = "Dawn Garbett and Alan Ovens",

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publisher = "Self-Study of Teacher Education Practices (S-STEP)",

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Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry. / Geursen, Janneke; Berry, Amanda; Hagebeuk, Els et al.
Enacting Self-Study as Methodology for Professional Inquiry. ed. / Dawn Garbett; Alan Ovens. 1st. ed. Washington DC USA: Self-Study of Teacher Education Practices (S-STEP), 2016. p. 155-162.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

TY - CHAP

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BT - Enacting Self-Study as Methodology for Professional Inquiry

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A2 - Ovens, Alan

PB - Self-Study of Teacher Education Practices (S-STEP)

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Learning together as teachers and researchers: growing shared expertise in a self-study community of inquiry

Abstract

Access to Document

Research output

All brain and still no body: Moving towards a pedagogy of embodiment in teacher education

Cite this