Learning and Living Self-Study Research: Guidelines to the Self-Study Journey

Autor/inn/en	Diacopoulos, Mark M.; Gregory, Kristen H.; Branyon, Angela; Butler, Brandon M.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01