Abstract
In 2002, I presented the paper “Bec(o/a)ming a teacher educator” at the Fourth International Conference on Self-Study of Teacher Education Practices (Feldman, 2002a). I called that paper a self-study, and in it I analyzed the narrative that I have told myself and others of my transition from teacher to teacher educator. I return to that paper in this chapter as a way to explore two questions that I have about self-study. While this chapter includes a self-study (Feldman, 2002a), my intention in writing it is to use it as a vehicle with which to examine the following two questions or concerns that I have about selfstudy as a scholarly activity.
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Feldman, A. (2005). Using an Existential Form of Reflection to Understand My Transformation as a Teacher Educator. 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_3
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