The Design and Enactment of Reflexive Self-Study

• In Event: 11.010 - Self-Study of Teacher Education Practices SIG Mentoring Session

Abstract

In taking a self-study research stance, teacher educators and other professionals look critically and creatively at themselves with the aim of re-imagining their own practice to contribute to the well-being of others. The methodology is characterised by core features such as openness, reflection and reflexivity, critical collaborative inquiry, transparent data analysis and process, and improvement-aimed exemplars that contribute to professional learning, ways of knowing, and knowledge generation. Self-study researchers employ diverse, often multiple, methods and, there is no one way, or correct way, of doing self-study. This mentoring session will offer an opportunity to participate in small group explorations of some key issues in self-study research methodology and methods.

Authors

• Susan E. Elliott-Johns, Nipissing University

• M'Balia Thomas, University of Kansas School of Education