Research Methods for the Self-study of Practice

Abstract

This series was initiated as an extension of, and support for, the International Handbook of Self-study of Teaching and Teacher Education Practices (Loughran, Hamilton, LaBoskey, & Russell, 2004). As such, the books that comprise the series are designed to offer new and engaging ways of examining issues (both theoretical and practical), associated with self-study research.Through this text, the editors have taken a bold stand in holding up to scrutiny the work of a number of scholars in ways that shed new light on the methods, practices and outcomes of their self-study endeavours. They have assembled an outstanding array of authors that demonstrates well the way in which the self-study community functions as a collaborative and supportive enterprise in the work of teacher education.

Exploring whether (and how) self-reflection can improve practice as a teacher educator

“…An interest aspect is given in another book of this series Research Methods for the Self-study of Practice ( Fitzgerald et al 2009 ). Since self-study is happening in a collaborative manner, co/autoethnography is becoming prevalent, in a sense that interpersonal relationships, cultural beliefs and more abstract principles that relate with the interplay of many people cooperating together on a certain research issue, affect the outcome of the analysis ( Coia and Taylor 2009 ).…”