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ERIC Number: ED398192
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Self-Study in Teaching and Research.
Loughran, John; Gunstone, Richard
This paper explores perspectives on self-study in teaching and in research through a longitudinal school-based professional development program for science teachers. The exploration focused on two broad perspectives: (1) self-study can be both personal and collaborative; and (2) self-study can be of teaching and of research. The professional development program in a large independent school in Melbourne (Australia) was initiated by a science faculty, who invited a tertiary educator to work with them in their classes to help them improve their pedagogy. Self-study was a valuable learning tool for individual teachers as learning from experience directly impacted on their own actions. From collaborative self-study, teachers began to learn from one another, began to take appropriate risks, and began to reconsider individual and "faculty directed" practice. Self-study of research was also explored as an individual and as a shared activity. The dual role of teacher and researcher in the professional development program allowed opportunities for interaction and for refining the skills of classroom observation, discussion, and debriefing, and the opportunity to research the development of teachers' pedagogies over time from a participant observer's perspective and as a collaborative researcher. (ND)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia