Pause

When self-study of teaching and teacher education practice research first appeared on the research horizon in the early 1990s, those doing the work struggled for recognition as scholars; situating our ideas within research paradigms and approaches and traditions held a different level of importance than after that recognition occurred. As self-study scholars, when Borko, Liston, and Whitcomb published an editorial in the Journal of Teacher Education in January 2007 recognizing self-study as part of a genre of teacher education research, we could stand in our present moment looking backward and forward simultaneously to identify more clearly the methodological shifts that had occurred, to address absences in information or to point to places where we might strengthen our work.