Signposts, profits, and pitfalls in teaching and learning self-study research

a conversation

Mieke Lunenberg, Amanda Berry, Paul van den Bos, Janneke Geursen, Els Hagebeuk, Ari de Heer, Jorien Radstake, Martine van Rijswijk, Hannecke Tuithof

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

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.
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
Pages163-172
Number of pages10
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;

Cite this

Lunenberg, M., Berry, A., van den Bos, P., Geursen, J., Hagebeuk, E., de Heer, A., ... Tuithof, H. (2018). Signposts, profits, and pitfalls in teaching and learning self-study research: a conversation. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay (pp. 163-172). (Self-Study of Teaching and Teacher Education Practices; Vol. 19). Singapore: Springer. https://doi.org/10.1007/978-981-10-8105-7_17
Lunenberg, Mieke ; Berry, Amanda ; van den Bos, Paul ; Geursen, Janneke ; Hagebeuk, Els ; de Heer, Ari ; Radstake, Jorien ; van Rijswijk, Martine ; Tuithof, Hannecke. / Signposts, profits, and pitfalls in teaching and learning self-study research : a conversation. Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. editor / Jason K. Ritter ; Mieke Lunenberg ; Kathleen Pithouse-Morgan ; Anastasia P. Samaras ; Eline Vanassche. Singapore : Springer, 2018. pp. 163-172 (Self-Study of Teaching and Teacher Education Practices).
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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.",
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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",
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Lunenberg, M, Berry, A, van den Bos, P, Geursen, J, Hagebeuk, E, de Heer, A, Radstake, J, van Rijswijk, M & Tuithof, H 2018, Signposts, profits, and pitfalls in teaching and learning self-study research: a conversation. in JK Ritter, M Lunenberg, K Pithouse-Morgan, AP Samaras & E Vanassche (eds), Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. Self-Study of Teaching and Teacher Education Practices, vol. 19, Springer, Singapore, pp. 163-172. https://doi.org/10.1007/978-981-10-8105-7_17

Signposts, profits, and pitfalls in teaching and learning self-study research : a conversation. / Lunenberg, Mieke; Berry, Amanda; van den Bos, Paul; Geursen, Janneke; Hagebeuk, Els; de Heer, Ari; Radstake, Jorien; van Rijswijk, Martine; Tuithof, Hannecke.

Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. ed. / Jason K. Ritter; Mieke Lunenberg; Kathleen Pithouse-Morgan; Anastasia P. Samaras; Eline Vanassche. Singapore : Springer, 2018. p. 163-172 (Self-Study of Teaching and Teacher Education Practices; Vol. 19).

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

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AU - van Rijswijk, Martine

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AB - 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.

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Lunenberg M, Berry A, van den Bos P, Geursen J, Hagebeuk E, de Heer A et al. Signposts, profits, and pitfalls in teaching and learning self-study research: a conversation. In Ritter JK, Lunenberg M, Pithouse-Morgan K, Samaras AP, Vanassche E, editors, Teaching, Learning, and Enacting of Self-Study Methodology: Unraveling a Complex Interplay. Singapore: Springer. 2018. p. 163-172. (Self-Study of Teaching and Teacher Education Practices). https://doi.org/10.1007/978-981-10-8105-7_17