Abstract
This chapter describes the experience of four literacy teacher educators located at different universities across the United States as we embarked on our journey towards a self-study community of practice (SSCoP). Initially, we came together as a study group interested in researching the ways we were implementing culturally proactive pedagogies in our methods courses. Our research interests led to a community of practice and ultimately created a pathway to self-study. SSCoP has become invaluable to us as teacher educators. In this chapter, we explain the theoretical foundations for our SSCoP, share the story of our journey, and provide a travelogue of our experiences for others considering SSCoP. Our hope is that our experiences and reflections will inspire other scholars to follow research paths using SSCoP.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Appleget, C., Shimek, C., Myers, J., & Hogue, B. C. (2020). A collaborative self-study with critical friends: Culturally proactive pedagogies in literacy methods courses. Studying Teacher Education, 16(3), 286–305.
Berry, A. (2004). Self-study in teaching about teaching. In J. J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education (pp. 1295–1332). Springer.
Branyon, A., Diacopoulos, M., Gregory, K., & Butler, B. (2016). The power of autobiography: Unpacking the past, understanding the present, and impacting the future while establishing a community of practice. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 119–125). University of Auckland.
Cutri, R. M., & Whiting, E. F. (2015). The emotional work of discomfort and vulnerability in multicultural teacher education. Teachers and Teaching, 21(8), 1010–1025.
Gallagher, T., Griffin, S., Ciuffetelli Parker, D. C., Kitchen, J., & Figg, C. (2011). Establishing and sustaining teacher educator professional development in a self-study community of practice: Pre-tenure teacher educators developing professionally. Teaching and Teacher Education, 27(5), 880–890.
Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Gort, M., & Glenn, W. J. (2010). Navigating tensions in the process of change: An English educator's dilemma management in the revision and implementation of a diversity-infused methods course. Research in the Teaching of English, 45(1), 59–86.
Gregory, K. H., Diacopoulos, M. M., Branyon, A., & Butler, B. M. (2017). From skepticism to scholarship: Learning and living self-study research in a doctoral seminar. Studying Teacher Education, 13(3), 257–274.
Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17–28.
Hogue, B., Myers, J., Shimek, C., & Appleget, C. (2020). Fostering culturally proactive pedagogies: Designing learning events for elementary literacy methods courses. Literacy Research and Instruction, Advance online publication, 22 July, 1–25.
Geursen, J., Berry, A., Hagebeuk, E., Peters, C., & Lunenberg, M. (2016). Learning together as teachers and researchers: Growing shared expertise in a self-study community of inquiry. In D. Garbett & A. P. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 155–162). Self-Study of Teacher Education Practices.
Kitchen, J., & Parker, D. C. (2009). Self-study communities of practice: Developing community, critically inquiring as community. In C. Lassonde & S. Galman (Eds.), Self-study research methodologies for teacher educators (pp. 107–128). Brill Sense.
Loughran, J. J. (2004). A history and context of self-study of teaching and teacher education practices. In J. J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 7–39). Springer.
Martin, S. D., & Dismuke, S. (2015). Maneuvering together to develop new practices: Examining our collaborative processes. Studying Teacher Education, 11(1), 3–15.
Miller-Young, J., Dean, Y., Rathburn, M., Pettit, J., Underwood, M., Gleeson, J., … Clayton, P. (2015). Decoding ourselves: An inquiry into faculty learning about reciprocity in service-learning. Michigan Journal of Community Service Learning, 22(1), 32–47.
O’Dwyer, A., Bowles, R., & Ní Chróinin, D. (2019). Supporting collaborative self-study: An exploration of internal and external critical friendships. Studying Teacher Education, 15(2), 139–159.
Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100.
Pithouse-Morgan, K., Coia, L., Taylor, M., & Samarus, A. P. (2016). Polyvocal research jamming: A quartet enacting methodological inventiveness in self-study. In D. Garbett & A. P. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 37–44). Self-Study of Teacher Education Practices.
Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Kitchen & T. Russell (Eds.), Canadian perspectives on the self-study of teacher education practices (pp. 9–22). Canadian Association for Teacher Education.
Tuval, S., Barak, J., & Gidron, A. (2011). Negotiating a team identity through collaborative self-study. Studying Teacher Education, 7(2), 201–210.
Wenger, E. (1999). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Appendix: Example of Study Planning Form
Appendix: Example of Study Planning Form
You may opt to use this form for brainstorming and planning. Feel free to modify it to help you map out the proposed collaborative study.
-
Map out the study.
-
Decide which group member(s) will be responsible in the various tasks.
__________________________________________________________________
-
Team members (names & email addresses):
-
Study organizer(s) (The organizer(s) will coordinate group members and tasks to move the study forward):
-
Plan for future collaboration (What technologies will you use, when will you meet, how frequently will your group plan to meet?):
-
Project title:
-
Purpose of the study:
-
Rationale:
-
Ideas for theoretical framework(s):
-
Methodology:
-
Proposed participants & setting(s) (including recruitment):
-
Data sources (including duration, time line, etc.):
-
Data analysis ideas (time frame & collaboration ideas for coding, such as Google Hangout):
-
Projected timeline (including IRB process):
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Appleget, C., Shimek, C., Myers, J., Hogue, B.C. (2022). Self-Study Communities of Practice: A Traveler’s Guide for the Journey. In: Butler, B.M., Bullock, S.M. (eds) Learning through Collaboration in Self-Study. Self-Study of Teaching and Teacher Education Practices, vol 24. Springer, Singapore. https://doi.org/10.1007/978-981-16-2681-4_17
Download citation
DOI: https://doi.org/10.1007/978-981-16-2681-4_17
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-2680-7
Online ISBN: 978-981-16-2681-4
eBook Packages: EducationEducation (R0)