Self-Study In Teacher Education

Abstract

This article presents an argument for self-study of teacher education practices as a means and ends tool for promoting reflective teaching. The assertion is that self-study serves a dual purpose: as a means to promote reflective teaching and as a substantive end of teacher education. The argument consists of a five-part theoretical rationale for the use of self-study in reflection-oriented teacher education programs. Taken together, the various components of this rationale suggest that the promotion of reflective teaching will require something other than an additive approach to teacher education reform. Rather, self-study calls for a reconceptualization of the very process of teacher education itself. When teacher educators adopt self-study as an integral part of their own professional practice, the terrain of teacher preparation shifts. Self-study becomes more than just a means to the treasured aim of reflective teaching-self-study becomes an end of teacher education in its own right.

Student Reflective Literacy Practices and the Professional Development of Mexican American Women Post-Secondary Educators

“…Cannady and Gallo (2016) also found in their research that students showed a deeper understanding of their learning and that their reflective writing became starting points for them to become actively engaged in class discussions. Additionally, studies demonstrate that educators who use reflective writing and dialogue about their teaching practices help guide their professional development in deeper ways (Cole & Knowles, 1993;Dinkelman, 2003). However, there is a little research that investigates PSEs use of RLPs and how the implementation of these assignments impacts their professional development.…”

“…However, while many studies focus on how post-secondary educators (PSEs) apply RLPs (Dinkelman, 2003), little is understood about how RLPs impact the professional development of the PSEs who assign or use them (Dinkelman, 2003;Taylor, 2009). The focus of this study was on the authors (two Mexican American women PSEs) and how the use of RLPs impacted our professional development within postsecondary education settings.…”

Reflective practice and inquiry: Let's talk more about inquiry

“…Australian researcher John Loughran explains that self-study combines attention to 'self' as an educator, and to 'study' but usually emphasises one or the other (Loughran, 2004). Dinkelman (2003) defines selfstudy as "intentional and systematic inquiry into one's own practice" (p. 8). The key focus of selfstudy then is our own practice, our self in action.…”

“…Reflective practice as a deliberate practice of habit is recognised by many researchers as an essential activity for teachers and teacher educators (for example, Boud, Keogh, & Walker, 1985;CochranSmith & Lytle, 1999;Dinkelman, 2003;Loughran, 2002). Several semi-structured approaches to reflection have proven useful to educators in enhancing their teaching, learning and leadership practice across the sectors.…”

Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors' first year teaching experiences

“…Hamilton and Pinnegar (1998) noted the power of self-study as a reform tool in rethinking how teachers learn to teach in schools and university-based settings. Dinkelman (2003) defined self-study as "intentional and systematic inquiry into one's own practice" (p. 8) and stated that Self-Study of Teacher Education Practices has grown to become one of the largest Special Interest Groups in the American Educational Research Association. Hamilton, Smith, and Worthington (2008, p. 17) explained self-study as a "look at self in action, usually within educational contexts."…”