University of Hertfordshire

By the same authors

Self-Study Methodology: An Emerging Approach for Practitioner Research in Europe

Research output: Chapter in Book/Report/Conference proceedingChapter

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Original languageEnglish
Title of host publicationSecond International Handbook of Self-Study of Teaching and Teacher Education
EditorsJulian Kitchen, Amanda Berry, Hafdis Gudjonsdottir, Shawn M. Bullock, Monica Taylor, Alicia R. Crowe
Place of PublicationSingapore
PublisherSpringer
Pages1-30
Number of pages30
Edition2nd
ISBN (Electronic)9789811317101
DOIs
Publication statusE-pub ahead of print - 7 Oct 2019

Publication series

NameSpringer International Handbooks of Education
PublisherSpringer
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X

Abstract

This chapter highlights the European contribution to the growing knowledge about self-study methodology. Europe is a patchwork of countries, cultures and languages. Looking at teacher educators in Europe, we see a broad variation in background, tasks and opportunities for professional development and self-study research.In this chapter we firstly map the development of self-study research in Europe which has mainly been the work of individuals and small groups. Then we focus on four countries that are in the forefront: England, Iceland, Ireland and the Netherlands. In all four countries self-study has proved to be a useful and stimulating way to aid the transition from being a teacher - or researcher - to becoming a teacher educator. Self-study methodology not only supported the understanding and development of the teacher education practice, but also led to identity development. Most helpful proved to be working together and mentoring, and sharing results publicly. In this context the role of the biannual S-STEP Castle Conference in England, which offers European self-study researchers to connect with colleagues from North America and Australia, plays an important role.

Notes

© Springer Nature Singapore Pte Ltd. 2019.

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