Abstract
In this chapter, I explore my practice as a teacher educator in participating in a self-study group in the Department of Instruction and Leadership in Education at Duquesne University. By examining the intersection of self-study and pedagogy, I illustrate how self-study acts as a mechanism for reflexivity, change, and innovation as well as unites research and teaching in my classroom. In what follows, I first briefly discuss my background, reasons for joining the self-study group, and its influence on my theoretical understanding. Next, I focus on my understanding of the nature of self-study and its nuances and uniqueness to the teaching context. This is followed by an analysis of how self-study translates into my teaching before concluding with a discussion of implications.
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Chao, X. (2018). “Self-Study” Is Not “Self:” Researching Lived Experience in Teacher Educator Development. 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_5
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DOI: https://doi.org/10.1007/978-981-10-8105-7_5
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