Developing a pedagogy for teaching self-study research: Lessons learned across the Atlantic

Learning to teach mathematics specialists in a synchronous online course: a self-study

“…Self-study draws on a variety of data sources and analysis methods in order to support investigation into the role of self in the context of practice. A significant part of self-study is the role of critical friends to support the design of the study and provide data analysis support and feedback (Lovin et al 2012;Lunenberg and Samaras 2011;Samaras 2011). Such critical friends provide an external perspective on the study of self and help shape and triangulate data analysis realistically.…”

“…Self-study as a research framework has a few features that distinguish it from other forms of teacher research: focus on the role of the self as creator and investigator in the teaching environment, the role of critical friends, and the careful documentation followed by reflection about teaching practice (Lunenberg and Samaras 2011;Samaras 2011). Selfstudy requires the instructor to examine and document their practice in order to analyze and understand their role in the teaching environment Samaras 2011).…”

“…I needed to examine beliefs and assumptions about my teaching as a mathematics educator and how they would be manifested in the online teaching environment. Other examples of self-study research include prospective teachers (Lunenberg and Samaras 2011) or other types of novices to a teaching context such as online teaching (Fletcher and Bullock 2014). As an emerging and changing teaching context, online and blended learning settings challenge the instructor to develop new strategies and ways of thinking about teaching and their role as an instructor.…”

Facilitating self-study of teacher education practices: toward a pedagogy of teacher educator professional development

“…This is especially true for teacher educators working in higher education contexts where the focus traditionally is on teaching, rather than research. This has inspired several teacher educators to pair up with an experienced academic researcher when engaging in self-study research (for example, Lunenberg et al 2010, Lunenberg andSamaras 2011). As such, new collaborative formats for both research and professional development emerge and -as a consequence -also issues of the conditions and 'pedagogy' or facilitation necessary to make these collaborations work.…”

A Tale of Two Studies: Using SelfMentoring™ to Build Teacher-Leader Confidence

“…Selfstudy involves the teacher, with the assistance of concerned colleagues, builds a template for selfexamination of outcome-based and purpose-driven teaching [2]. And in the late twentieth century, new developments in teacher education led teacher to study their attempts to improve instructional practices [3]. While self-study appears to drive selfevaluation of direct classroom instructional practices in the last decade, enter more recently a new teacherleader practice, self-mentoring.…”