Title

Self-Study Through Action Research

Document Type

Book Chapter

Publication Date

2004

Keywords

Teacher Educator, Student Teacher, Teacher Education Program, Critical Incident, American Educational Research Association

Digital Object Identifier (DOI)

https://doi.org/10.1007/978-1-4020-6545-3_24

Abstract

This chapter discusses the ways in which action research is and is not related to self-study. The many approaches to action research are outlined through comparing and contrasting the nature of action research with that of self-study of teacher education practices. The authors argue that what distinguishes self-study from action research is its methodology rather than the methods used. They suggest three methodological features that would be present in self-studies: 1) A self-study would bring to the forefront the importance of self; 2) it would make the experience of teacher educators a resource for research; and 3) it would urge those who engage in self-study to be critical of themselves and their roles as researchers and teacher educators. The authors explore these features through an analysis of the stories of their own journey to self-study and an analysis of three self-study reports.

Citation / Publisher Attribution

Self-Study Through Action Research, in J. J. Loughran, M. L. Hamilton, V. K. LaBoskey & T. Russell (Eds.), International Handbook of Self-Study of Teaching and Teacher Education Practices, Springer, p. 943-977

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