Abstract
In the spring of 2015 we, the four authors of this chapter, prepared a professional learning trajectory for a group of Dutch teacher educators who wanted to study their own educational practice. We used the journey metaphor as a leading concept, for ourselves as well as for the participants. We thought about ourselves as “tour guides,” seeking to inspire and motivate participants to come on a self-study adventure with us. In this chapter, we unpack five issues that participants identified as critical for their learning about and conducting a self-study. Next, we present a reconstruction of our thinking and acting for each issue. Finally, we reflect on the profits of the use of the journey metaphor.
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Berry, A., van den Bos, P., Geursen, J., Lunenberg, M. (2018). Saying “Yes” to the Adventure: Navigating a Collective Journey of Self-Study Research. 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_13
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