Abstract
To support others to learn about self-study and to understand why it can be so difficult to teach about self-study, it is perhaps helpful to envisage the process as a journey of learning, a journey with a destination that may be arrived at in many and diverse ways. The journey is guided by signposts designed to offer support, encouragement and direction rather than to define a single route. Understanding self-study through the metaphor of a journey and thinking about that metaphor in relation to the destination can help explain the difficulty of simplistically defining self-study. So too paying careful attention to the relationship between a pedagogy of teacher education, its enactment and development in teaching teaching can help to explain why that journey matters. In reading the chapters in this book, it is clear that they offer signposts to support a self-study traveller find a way to not only embark on the journey of becoming a more informed professional teacher educator but also to realize the valuing in seeking out that destination.
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Loughran, J. (2018). Learning About Self-Study of Teacher Education Practices. In: Ritter, J., Lunenberg, M., Pithouse-Morgan, K., Samaras, A., Vanassche, E. (eds) Teaching, Learning, and Enacting of Self-Study Methodology. Self-Study of Teaching and Teacher Education Practices, vol 19. Springer, Singapore. https://doi.org/10.1007/978-981-10-8105-7_1
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