Abstract
There is little doubt that since self-study emerged from the shadows of reflective practice and practitioner research in the early 1990s (Loughran, 2004) that it has become increasingly helpful in defining and refining teacher education practices. The allure of self-study is embedded in the value for teacher educators of learning about, and therefore seriously critiquing, their practice (Brandenburg, 2008; Bullock, 2009) and in offering new ways of seeking meaningful data about the nature of the learning of their students of teaching (Berry, 2007; Kosnick, 2007).
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Notes
- 1.
I shared a copy of this chapter with Henderson and Phillips in order to check my interpretation of their work with their own views. They agreed with how I had translated the outcomes of their study into this chapter with particular attention to digital technologies and the implications for self-study.
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Loughran, J. (2017). The Digital Impact on Self-Study. In: Garbett, D., Ovens, A. (eds) Being Self-Study Researchers in a Digital World. Self-Study of Teaching and Teacher Education Practices, vol 16. Springer, Cham. https://doi.org/10.1007/978-3-319-39478-7_13
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