Abstract
This is not one teacher educator’s study of her teaching, nor is this a report of a working collaboration among a professor and research assistants in which her self analysis and interpretations are triangulated with their analysis and interpretations. Although elements of both are present in the chapter, the specific focus is on the evolution of the research team that was an unanticipated result of a professor’s original self-study and the larger, ongoing research project of which it was a part. For us, self-study has begun to incorporate our reflections on our selves as part of a research team. This work was supported, in part, by the United States Department of Education (Grant No.P336990042-00A). The government has certain rights in this material. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Department of Education.
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Clift, R.T., Brady, P., Mora, R.A., Choi, S.J.U.G., Stegemoller, J. (2005). From Self-Study to Collaborative Self-Study to Collaborative Self- Study of Collaboration. 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_6
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