Abstract
In this section, we will present the experiences and findings from the first systematic project of self-study of teacher education practices in Flanders (Belgium), entitled “Learning and facilitating learning in the workplace: A project of self-study in teacher education.” This chapter sets the scene and orients the reader to the rest of the section. In the following paragraphs, we first describe the context of this collaborative project (section “Situating the project”) and present the protagonists and the script underlying the different acts (section “Participants and process”). In the section “Lessons on self-study facilitation,” we present a number of lessons learned from our attempts to support and facilitate a self-study research group. As such, this section aims at contributing to a pedagogy for the facilitation of self-study in teacher education practices. The fifth and final section of the chapter looks ahead and introduces the rationale behind the three following chapters. Each of the chapters reports on the content and outcome of one particular self-study of practice included in the project in the form of a retrospective “tetralogue.”
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Notes
- 1.
This was in particular true for one participant who strongly disagreed with the dominant normative educational discourse in the teacher training college where he was working. This disagreement not only informed his practice but also guided his research interests in his self-study project. Elsewhere we have analyzed and reported in detail how the micropolitical tensions around different normative educational views negatively interfered with and almost jeopardized the quality of self-study research projects (see Vanassche and Kelchtermans 2016b).
- 2.
For a more systematic overview and theoretical and empirical justification of this validation process, please see Vanassche and Kelchtermans (2016a).
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Kelchtermans, G., Vanassche, E., Deketelaere, A. (2018). Retelling and Reliving the Story: Teacher Educators Researching Their Own Practice in Flanders. 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_18
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