Abstract
In this final chapter we, the authors of the Dutch part of this book, share our conversation about what we have discovered about teaching, learning, and enacting self-study methodology. Four main issues arose from our conversation. The first issue is the way that the context in which a self-study is carried out influences the further development of a teacher educator identity. The second focuses on the relationship between the sometimes confusing and lonely self-study journey and the importance of traveling that journey together with colleagues in a motivating and safe environment. The third explores the multilevel learning opportunities self-study research offers. The fourth focuses on the teaching of self-study research and more specifically on the pedagogical approaches that teachers of self-study research use to offer signposts to others. We discuss these issues and provide suggestions and ideas for others interested in teaching and learning in self-study groups.
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Notes
- 1.
“Trajectory” refers to one year during self-study groups of teacher educators which are facilitated by experienced self-study researchers.
- 2.
For copyright reasons, not all pictures can be shown.
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Lunenberg, M. et al. (2018). Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. 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_17
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