Saying “yes” to the adventure: navigating a collective journey of self-study sesearch

Amanda Berry, Paul van den Bos, Janneke Geursen, Mieke Lunenberg

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

    Abstract

    In the spring of 2015 we, the four authors of this chapter, prepared a professional learning trajectory for a group of Dutch teacher educators who wanted to study their own educational practice. We used the journey metaphor as a leading concept, for ourselves as well as for the participants. We thought about ourselves as “tour guides,” seeking to inspire and motivate participants to come on a self-study adventure with us. In this chapter, we unpack five issues that participants identified as critical for their learning about and conducting a self-study. Next, we present a reconstruction of our thinking and acting for each issue. Finally, we reflect on the profits of the use of the journey metaphor.
    Original languageEnglish
    Title of host publicationTeaching, Learning, and Enacting of Self-Study Methodology
    Subtitle of host publicationUnraveling a Complex Interplay
    EditorsJason K. Ritter, Mieke Lunenberg, Kathleen Pithouse-Morgan, Anastasia P. Samaras, Eline Vanassche
    Place of PublicationSingapore
    PublisherSpringer
    Pages111-129
    Number of pages19
    Edition1
    ISBN (Electronic)9789811081057
    ISBN (Print)9789811081040
    DOIs
    Publication statusPublished - 2018

    Publication series

    NameSelf-Study of Teaching and Teacher Education Practices
    PublisherSpringer
    Volume19
    ISSN (Print)1875-3620
    ISSN (Electronic)2215-1850

    Keywords

    • Teacher educator professional learning
    • self-study
    • Collaborative professional development;

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