In this article the authors consider the ‘self-study’ research approach that has been used particularly in teacher education contexts in North America and Australia. They explore the concept of self-study and its use as a research approach for practitioners. They identify its limited, but growing use in Europe and focus on developments in the field of teacher education at the University of Hertfordshire, UK.
|Specialist publication||LINK - University of Hertfordshire|
|Publication status||Published - 31 May 2019|
- teacher educator
- professional learning