Practitioners Crossing the Threshold as They Practice Self-Study Methodology and Transform Their Practice

• In Event: How Can We Extend Self-Study Scholarship (and Why Might We Want To)?

Abstract

Purpose
Reflecting on one’s work has become a well-known practice in different professional fields. These reflections repeatedly turn into researching own practice were self-study of teacher education practices often comes across. Through the last fifteen years I have worked with professionals from different professions as they research their practice and transform as practitioners. The purpose of this study is to explore the learning and understanding and ask: What are the lessons we can draw from using the methodology of self-study of teacher education practices?

Theoretical framework
Working in the social system, schools, leisure or after school programs or with people with disabilities is a complex work that needs trust and love rather than control or fear (Freire, 2005). As the professionals in the social sector reflect on their practice they continually inquire the purposes and means of their profession and become to know and understand the complexity and diversity of the world in which they and their consumers live (Freire, 2005). Working with people can be complex, and therefore it is important for professionals to align their practice and thinking with the purposes of their work and be aware that there is always a space to extend knowledge about the profession and empower oneself (Freire, 1998).

Methods

A retrospective self-study makes use of historical information, and reviews and uses existing data on events that have already occurred (author, 2004; 2017). It can provide a window into the processes that characterizes the different ways people from different profession have transformed their practice through self-study, and that it can clarify the changes and the renewal. To learn further how self-study effected their work a space for a dialogue about their self-study was created. Retrospective data analysis can provide insights into the different professions, their transformation and how their self-study made a difference in taking a stance in their profession (author, 2017).

Data sources
The retrospective data comes from a collection of research projects by master and doctoral students I have superviced the last decade. It consist of documents from 15 people that conducted self-study, and recordings and transcripts of a dialouge with eight people. I also analyzed my journal entries of reflections and thoughts about self-study methodology. The data analysis was inductive as I identified conceptual categories, compared and looked for common patterns, themes and turning points (Corbin & Strauss, 2008).

Results
All participants found self-study methodology of educational practices to be a useful lens to learn, understand and know about their practice. The focus on them as professionals and researchers gave them an opportunity to better understand themselves in their practice. However, publishing their work is not their priority and therefore their knowledge might stay with them and not be acknowledged.

Scholarly significance
The foundation of self-study of teacher education practices is the fundamental resource for all professionals that want to study their professional selves in their practice. The publishing of self-study research continues to serve as the base for these professionals and the gate into professional empowerment.

Author

• Hafdis Gudjonsdottir, University of Iceland