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Taking a Fresh Look at Education pp 89–111Cite as

The Collaborative Process in Educators’ Self-Study of Practice

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Part of the book series: Professional Learning ((PROFL))

Abstract

Our intention of connecting professional development with self-study of practice reflects the idea that educators benefit from various forms of knowledge, including formal and practical, which relate to the what and how of teaching (LaBoskey, 2004). Since self-study of practice is intended to improve upon one’s immediate practice (LaBoskey) and to align theory to practice (Loughran, 2007), the use of self-study seemed like an effective way to connect the educators’ professional development work with their change in practice.

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Author information

Authors and Affiliations

  1. Department of Curriculum and Instruction, University of Northern Iowa, US

    Deborah Tidwell

  2. Department of Special Education, University of Northern Iowa, US

    Amy Staples

Authors
  1. Deborah Tidwell
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  2. Amy Staples
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Editor information

Editors and Affiliations

  1. Victoria University, Australia

    Mary C. Dalmau

  2. University of Iceland, Iceland

    Hafdís Guðjónsdóttir

  3. University of Northern Iowa, USA

    Deborah Tidwell

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Tidwell, D., Staples, A. (2017). The Collaborative Process in Educators’ Self-Study of Practice. In: Dalmau, M.C., Guðjónsdóttir, H., Tidwell, D. (eds) Taking a Fresh Look at Education. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-869-3_6

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  • DOI: https://doi.org/10.1007/978-94-6300-869-3_6

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-869-3

  • eBook Packages: EducationEducation (R0)

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