Self-study: a developing research approach for professional learning

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Abstract

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.
Original languageEnglish
Volume4
No.1
Specialist publicationLINK - University of Hertfordshire
Publication statusPublished - 31 May 2019

Keywords

  • self-study
  • teacher educator
  • professional learning

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