On Facilitating Self-Study of Teacher Education Practices in Different National and Transnational Contexts

Session Type: Symposium

Abstract

This session aims to illuminate the complexity of teaching, learning and enacting self-study through a consideration of the experiences and practices of seven teacher educators who have been involved in leading self-study learning groups for a number of years in a variety of different settings and contexts. Participants in the session will engage with illustrations of how self-study might be taught/facilitated and how it is enacted in different national contexts, which contributes to building an evidence-driven knowledge-base to inform and guide further efforts to lead self-study teaching initiatives. Participants in this session can expect to leave with a deepened understanding of the complexities of teaching, learning and enacting self-study research.

Sub Unit

• SIG-Self-Study of Teacher Education Practices

Chair

• Amanda K. Berry, Monash University

Papers

• On the Tension-Fraught Enterprise of Teaching Self-Study to Colleagues - Jason K. Ritter, Duquesne University

• Learning About Teaching Self-Study Research - Mieke L. Lunenberg, VU University Amsterdam

• Reliving and Retelling the Story: Processes, Pitfalls, and Facilitation of Self-Study Research - Eline Vanassche, University of East London; Ludovicus Beck, University of Leuven; Geert Kelchtermans, University of Leuven

• Paidiá: Design Elements for Self-Study Research in Polyvocal Professional Communities - Anastasia P. Samaras, George Mason University; Kathleen Pithouse-Morgan, University of KwaZulu-Natal

Discussant

• Clare Kosnik, University of Toronto/OISE