Literaturnachweis - Detailanzeige
Autor/inn/en | Diacopoulos, Mark M.; Gregory, Kristen H.; Branyon, Angela; Butler, Brandon M. |
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Titel | Learning and Living Self-Study Research: Guidelines to the Self-Study Journey |
Quelle | In: Studying Teacher Education, 18 (2022) 2, S.175-196 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1742-5964 |
DOI | 10.1080/17425964.2021.1992859 |
Schlagwörter | Independent Study; Educational Research; Doctoral Students; Communities of Practice; Teacher Education; Research Methodology; Autobiographies; Reflection; Educational Practices; Teacher Educators; Scholarship; Cooperative Learning Selbststudium; Bildungsforschung; Pädagogische Forschung; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Community; Lehrerausbildung; Lehrerbildung; Research method; Forschungsmethode; Autobiography; Autobiografie; Autobiographie; Bildungspraxis; Teacher education; Education; Scholarships; Stipendium; Kooperatives Lernen |
Abstract | The teaching and learning of self-study research have received increased attention in recent years, although there is still limited research about the learning of self-study. In this article, we share results from a self-study community of practice that describes how one group of novice teacher-educator-researchers learned self-study in a doctoral seminar on teacher education. The doctoral seminar served as a space through which the students simultaneously learned about and enacted self-study research methods. Data for the study included educational autobiographies and journals between students and the instructor, transcribed audio-recordings of course meetings and coding sessions, and course assignments. Through data analysis, we identified six steps in our particular journey of learning self-study: (1) advancing a willingness to improve; (2) acknowledging the power of reflection; (3) examining practice through collaboration; (4) identifying changes in practice; (5) developing new identities; and (6) sharing with others. We offer our experience of learning self-study to provide readers with one set of signposts, support, encouragement, and direction for the teaching and learning of self-study methods. Findings from this research may provide insights to new self-study researchers, scholars who teach self-study research, and experienced self-study researchers who provide on-going support for self-study colleagues. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |