Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation

M. Lunenberg; Amanda  Berry; Paul van den Bos; Janneke  Geursen; Els Hagebeuk; A. de Heer; Jorien Radstake; M.M. van Rijswijk; J.I.G.M. Tuithof

doi:10.1007/978-981-10-8105-7_17

Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation

M. Lunenberg, Amanda Berry, Paul van den Bos, Janneke Geursen, Els Hagebeuk, A. de Heer, Jorien Radstake, M.M. van Rijswijk, J.I.G.M. Tuithof

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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.

Original language	English
Title of host publication	Teaching, Learning, and Enacting of Self-Study Methodology
Subtitle of host publication	Unraveling a Complex Interplay
Editors	Jason K. Ritter, Mieke Lunenberg, Kathleen Pithouse-Morgan, Anastasia P. Samaras, Eline Vanassche
Place of Publication	Singapore
Publisher	Springer
Chapter	Part II
Pages	163-174
ISBN (Electronic)	978-981-10-8105-7
ISBN (Print)	978-981-10-8104-0
DOIs	https://doi.org/10.1007/978-981-10-8105-7_17
Publication status	Published - 2018
Event	Symposium Loep/self study - Fontys, Tilburg, Netherlands Duration: 10 Oct 2018 → 10 Oct 2018

Publication series

Name	Self-Study of Teaching and Teacher Education Practices 19

Conference

Conference	Symposium Loep/self study
Country/Territory	Netherlands
City	Tilburg
Period	10/10/18 → 10/10/18

Keywords

self study
teacher

Access to Document

10.1007/978-981-10-8105-7_17

lunenbergFinal published version, 602 KBLicence: Taverne

Cite this

Lunenberg, M., Berry, A., van den Bos, P., Geursen, J., Hagebeuk, E., de Heer, A., Radstake, J., van Rijswijk, M. M., & Tuithof, J. I. G. M. (2018). Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, Learning, and Enacting of Self-Study Methodology : Unraveling a Complex Interplay (pp. 163-174). (Self-Study of Teaching and Teacher Education Practices 19). Springer. https://doi.org/10.1007/978-981-10-8105-7_17

Lunenberg, M. ; Berry, Amanda ; van den Bos, Paul et al. / Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. Teaching, Learning, and Enacting of Self-Study Methodology : Unraveling a Complex Interplay. editor / Jason K. Ritter ; Mieke Lunenberg ; Kathleen Pithouse-Morgan ; Anastasia P. Samaras ; Eline Vanassche. Singapore : Springer, 2018. pp. 163-174 (Self-Study of Teaching and Teacher Education Practices 19).

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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.",

keywords = "self study, teacher",

author = "M. Lunenberg and Amanda Berry and {van den Bos}, Paul and Janneke Geursen and Els Hagebeuk and {de Heer}, A. and Jorien Radstake and {van Rijswijk}, M.M. and J.I.G.M. Tuithof",

year = "2018",

doi = "10.1007/978-981-10-8105-7_17",

language = "English",

isbn = "978-981-10-8104-0",

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Lunenberg, M, Berry, A, van den Bos, P, Geursen, J, Hagebeuk, E, de Heer, A, Radstake, J, van Rijswijk, MM & Tuithof, JIGM 2018, Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. in JK Ritter, M Lunenberg, K Pithouse-Morgan, AP Samaras & E Vanassche (eds), Teaching, Learning, and Enacting of Self-Study Methodology : Unraveling a Complex Interplay. Self-Study of Teaching and Teacher Education Practices 19, Springer, Singapore, pp. 163-174, Symposium Loep/self study, Tilburg, Netherlands, 10/10/18. https://doi.org/10.1007/978-981-10-8105-7_17

Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. / Lunenberg, M.; Berry, Amanda ; van den Bos, Paul et al.
Teaching, Learning, and Enacting of Self-Study Methodology : Unraveling a Complex Interplay. ed. / Jason K. Ritter; Mieke Lunenberg; Kathleen Pithouse-Morgan; Anastasia P. Samaras; Eline Vanassche. Singapore: Springer, 2018. p. 163-174 (Self-Study of Teaching and Teacher Education Practices 19).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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AU - van Rijswijk, M.M.

AU - Tuithof, J.I.G.M.

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AB - 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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Lunenberg M, Berry A, van den Bos P, Geursen J, Hagebeuk E, de Heer A et al. Signposts, Profits, and Pitfalls in Teaching and Learning Self-Study Research: A Conversation. In Ritter JK, Lunenberg M, Pithouse-Morgan K, Samaras AP, Vanassche E, editors, Teaching, Learning, and Enacting of Self-Study Methodology : Unraveling a Complex Interplay. Singapore: Springer. 2018. p. 163-174. (Self-Study of Teaching and Teacher Education Practices 19). doi: 10.1007/978-981-10-8105-7_17