@inbook{f5186dbc44114ffa8514c1cfe8ff1a6a,
title = "Signposts, profits, and pitfalls in teaching and learning self-study research: a conversation",
abstract = "In this final chapter we, the authors of the Dutch part of this book, share our conversation about what we have discovered about teaching, learning, and enacting self-study methodology. Four main issues arose from our conversation. The first issue is the way that the context in which a self-study is carried out influences the further development of a teacher educator identity. The second focuses on the relationship between the sometimes confusing and lonely self-study journey and the importance of traveling that journey together with colleagues in a motivating and safe environment. The third explores the multilevel learning opportunities self-study research offers. The fourth focuses on the teaching of self-study research and more specifically on the pedagogical approaches that teachers of self-study research use to offer signposts to others. We discuss these issues and provide suggestions and ideas for others interested in teaching and learning in self-study groups.",
keywords = "Teacher educator professional learning, self-study, Collaborative professional development;",
author = "Mieke Lunenberg and Amanda Berry and {van den Bos}, Paul and Janneke Geursen and Els Hagebeuk and {de Heer}, Ari and Jorien Radstake and {van Rijswijk}, Martine and Hannecke Tuithof",
year = "2018",
doi = "10.1007/978-981-10-8105-7_17",
language = "English",
isbn = "9789811081040",
series = "Self-Study of Teaching and Teacher Education Practices",
publisher = "Springer",
pages = "163--172",
editor = "Ritter, {Jason K.} and Mieke Lunenberg and Kathleen Pithouse-Morgan and Samaras, {Anastasia P.} and Eline Vanassche",
booktitle = "Teaching, Learning, and Enacting of Self-Study Methodology",
}