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Self Study in Teaching About Teaching

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International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 12))

Abstract

Growing interest in the development of preservice teacher educators’ professional knowledge has been accompanied by increasing activity by teacher educators as researchers of their own professional practices. Self-study of teacher education practices has emerged as one important way of understanding this work, helping teacher educators explore questions about how knowledge of teaching about teaching develops, what informs approaches taken to examine and develop such knowledge, and how teacher educators’ choices affect their students’ learning about practice. This chapter addresses the motivations of teacher educators engaged in self-study of their own practices and the growth of knowledge of teaching about teaching that has developed through such work. The chapter illustrates how the nature of the knowledge developed by teacher educators about their practices is often rich in complexity and ambiguity. Within the problematic world of teaching about teaching, one way of conceptualizing this knowledge is as a series of tensions that influence teacher educators’ learning about practice developed through self-study.

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Authors and Affiliations

  1. Monash University, Clayton

    Amanda Berry

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  1. Amanda Berry
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Editors and Affiliations

  1. Monash University, Clayton, Victoria, Australia

    J. John Loughran

  2. University of Kansas, Lawrence, USA

    Mary Lynn Hamilton

  3. Mills College, Oakland, California, USA

    Vicki Kubler LaBoskey

  4. Queen’s University, Kingston, Ontario, Canada

    Tom Russell

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Berry, A. (2004). Self Study in Teaching About Teaching. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_34

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  • DOI: https://doi.org/10.1007/978-1-4020-6545-3_34

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