It has long been established that teaching and learning are
autobiographical endeavours, so it follows that self-study is
central to sound practice. As a framework, self-study allows
researchers to use their experiences to examine self-in-practice
with the aim of both personal and professional growth. By its very
design, it makes transparent personal processes of inquiry by
offering them up for public critique. This type of public inquiry
of the personal happens in at least two ways: first, through the
inclusion of trusted others who can provide different perspectives
on our closely held discourses; and, second, through making our
research publicly available so that others might learn from our
inquiries. Self-study, then, requires openness to vulnerability as
we continuously re/negotiate who we are as teachers. Approaching
inquiry from this perspective has at its core deepened
self-knowledge coupled with intent to transform praxis. This
transformation is sought through integrated ways of being and
teaching that support embodied wholeness of teachers and learners.
Through critical, qualitative, creative, and arts-integrated
approaches, this collection seeks to advance teacher self-study
and, through it, transformative praxis. Contributors are: Willow S.
Allen, Charity Becker, Yue Bian, Abby Boehm-Turner, Diane Burt, Vy
Dao, Lee C. Fisher, Teresa Anne Fowler, Deborah Graham, Cher Hill,
Chinwe H. Ikpeze, David Jardine, Elizabeth Kenyon, Jodi
Latremouille, Carl Leggo, Ellyn Lyle, Sepideh Mahani, Jennifer
Markides, Sherry Martens, Kate McCabe, Laura Piersol, Kathleen
Pithouse-Morgan, Amanda C. Shopa, Timothy Sibbald, Sara K. Sterner,
and Aaron Zimmerman.
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