Self-Study Research and the Development of Teacher Educators' Professional Identities

Background: This article gives an account of what I learned through the process of a self-study research project. Self-study teacher research allows teacher educators and teachers to improve their learning, plan new pedagogies and impact students’ learning.Aim: The aim of this self-study research was to improve my own practice in early childhood mathematics teacher education through interaction and collaboration with others, such as colleagues and students.Setting: As a South African university-based teacher educator, I piloted an integrated learning approach (ILA) in the teaching and learning of early childhood mathematics in a selected undergraduate programme.Methods: I began by tracking my personal development in mathematics education and in so doing was able to recognise my personal learning of mathematics as a child growing up in an African township context. I then worked with a class of 38 student teachers to create collages and concept maps to explore their understandings and experiences of ILA.Results: Through this project, I discovered that colleagues in the role of critical friends provided essential feedback on my work in progress. I also learned that student teachers need to be equipped with knowledge and hands-on experience of how integration can take place in teaching and learning early childhood mathematics. I realised that it was essential to constantly reflect on my own personal history and my professional practice to explore new ways of teaching mathematics.Conclusion: Teacher educators may consider engaging in self-study research that includes art-based self-study methods to reflect on their practices and see how they change for the benefit of their students and ultimately for the benefit of the learners.

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Exploring Methodological Inventiveness Through Collective Artful Self-Study Research

LEARNing Landscapes ◽

10.36510/learnland.v9i2.786 ◽

2016 ◽

Vol 9 (2) ◽

pp. 443-460 ◽

Cited By ~ 4

Author(s):

Kathleen Pithouse-Morgan ◽

Lesley Coia ◽

Monica Taylor ◽

Anastasia P. Samaras

Keyword(s):

United States ◽

South Africa ◽

Teacher Educators ◽

The United States ◽

Oral Performance ◽

Research Practices ◽

Study Research ◽

Self Study ◽

Educational Inquiry ◽

Dialogic Process

We are teacher educators working in South Africa and the United States. Collectively we explored and extended our understanding of methodological inventiveness in self- study research through an artful process we have named "virtual polyvocal research jamming." We make explicit our extemporary, dialogic process, showing how we imagined and played with artful research practices: rich pictures, poetry, oral performance, and dance. Through collective analysis of our process and products, we share our learning about methodological inventiveness, highlighting how nding imaginative ways to express and make sense of insights can deepen and extend shared re ection, analysis, and communication in educational inquiry.

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Self-Study Research Methodologies for Teacher Educators

10.1163/9789087906900 ◽

2009 ◽

Cited By ~ 37

Author(s):

Cynthia A. Lassonde ◽

Sally Galman

Keyword(s):

Teacher Educators ◽

Research Methodologies ◽

Study Research ◽

Self Study

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What Does Self-Study Research Offer Teacher Educators?

Self-Study Research Methodologies for Teacher Educators ◽

10.1163/9789087906900_014 ◽

2009 ◽

pp. 225-239

Keyword(s):

Teacher Educators ◽

Study Research ◽

Self Study

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Self-Study Research: Chalenges and Opportunities in Teacher Education

10.5772/intechopen.96252 ◽

2021 ◽

Author(s):

Kåre Hauge

Keyword(s):

Professional Development ◽

Teacher Education ◽

Teacher Educators ◽

Research Approach ◽

Learning And Development ◽

Study Research ◽

Self Study ◽

Challenges And Opportunities ◽

Methodological Aspects ◽

Shed Light

This article aims to describe what self-study research is, why self-study can be a good approach to teacher educators’ professional development and improvements in practice and highlight some challenges and opportunities in this research approach. In addition, the article will shed light on some methodological aspects related to self-study. Self-study refers to teacher educators who in an intentionally and systematically way examine their practice to improve it, based on a deeper understanding of practice, as well as the context practice takes place. In the article, I argue that engaging in self-study is a learning and development process and an approach to developing personal professionalism, collective professionalism and improvements in practice.

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