Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation

Lunenberg, Mieke; Berry, Amanda; Bos, Paul van den; Geursen, Janneke; Hagebeuk, Els; Heer, Ari de; Radstake, Jorien; Rijswijk, Martine van; Tuithof, Hannecke

doi:10.1007/978-981-10-8105-7_17

“…During a year a small group of teacher educators from different teacher education institutions, together with the facilitators, met monthly, and in between the meetings the participants got individual support. Since then, this initiative was followed up by two more selfstudy trajectories, in 2008 and in 2015 , a five year long self-study community from 2009 to 2013 (Lunenberg, et al, 2012) and a self-study writing group from 2016 to 2018 (Lunenberg et al, 2018). All of these self-study activities were extensively studied not only for its effects on the participants but also with the wish to learn more about facilitating self-study research.…”

Section: Self-study Research In the Netherlandsmentioning

confidence: 99%

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Lunenberg¹,

MacPhail²,

White³

et al. 2020

International Handbook of Self-Study of Teaching and Teacher Education Practices

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This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research. In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher -or researcher -to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.

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“…During a year a small group of teacher educators from different teacher education institutions, together with the facilitators, met monthly, and in between the meetings the participants got individual support. Since then, this initiative was followed up by two more selfstudy trajectories, in 2008 and in 2015 , a five year long self-study community from 2009 to 2013 (Lunenberg, et al, 2012) and a self-study writing group from 2016 to 2018 (Lunenberg et al, 2018). All of these self-study activities were extensively studied not only for its effects on the participants but also with the wish to learn more about facilitating self-study research.…”

Section: Self-study Research In the Netherlandsmentioning

confidence: 99%

“…Another important aspect that stimulated learning was working in a group (Lunenberg, Korthagen, Zwart, 2010a;Lunenberg et al, 2018). The safety of the group supported moving through chaos and finding one's path, and it offered emotional support: "Our community proved to be a safe meeting place, a place where we could inform each other about the discoveries we had made when studying our practices, discussing not only the how, but also the why of our findings and thus contributing to improving not only our personal practices, but also each other's.…”

Section: Learning Self-study Researchmentioning

confidence: 99%

“…In the Netherlands, however, most teacher educators only have a role as a teacher of teachers. Hence, for Dutch teacher educators, self-study research is not a way to combine the roles of teacher of teacher and researcher, but a way to extend their teacher educator role as a teacher of teachers and to explore the new role of researcher (Lunenberg et al, 2018). This did not mean that there were only positive feelings with regard to the (new) role of researcher (Lunenberg, et al, 2012).…”

Section: Identity Developmentmentioning

confidence: 99%

“…Because most Dutch teacher educators have teaching only positions, they had no outspoken opinion about the facilitators' research expertise, but they were quite alert to the pedagogical approaches used. Hence, the thoughtful pedagogical approaches helped to build trust and feelings of safety (Lunenberg et al, 2018).…”

Section: Identity Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Lunenberg¹,

MacPhail²,

White³

et al. 2019

Springer International Handbooks of Education

Self Cite

View full text Add to dashboard Cite

This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research. In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher -or researcher -to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.

show abstract