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


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
Number of pages10
ISBN (Electronic)9789811081057
ISBN (Print)9789811081040
Publication statusPublished - 2018

Publication series

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


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

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