Abstract
My study of my own teaching as a teacher educator began with Schön’s (1983) publication of The Reflective Practitioner and my first research grant in 1984 to study beginning teachers’ development of reflection-in-action. This research led me to connect with The Arizona Group in 1987, and our conference collaborations led to an international self-study group (S-STEP) in 1993, when I was finishing the second of two experiences returning to the high school physics classroom to better understand what I ask of those who are learning to teach physics. Teaching a graduate course on teacher and action research since 1994 has further extended my self-study and the changes to my teaching. Self-study has led me to see that new teachers’ development, like my own, must begin by unpacking the assumptions about teaching taught implicitly and unintentionally by our own teachers through 12 years of school and 4 years of university. In this chapter I study my own development, identifying the evolution of my own assumptions about learning to teach and linking them to specific changes in my teaching of future teachers.
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Russell, T. (2005). How 20 Years of Self-Study Changed My Teaching. In: Kosnik, C., Beck, C., Freese, A.R., Samaras, A.P. (eds) Making a Difference in Teacher Education Through Self-Study. Self Study of Teaching and Teacher Education Practices, vol 2. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3528-4_1
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