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ERIC Number: ED408353
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Nature of Knowledge Development in the Self-Study Practice.
Northfield, Jeff; Loughran, John
Self-study is defined as participant study of practice, and it has often been questioned as a form of research. Whether self-study can be valid when generalized or whether it merely represents personal reflections was explored in a case study. During a year as a teacher of secondary students, the researcher/participants kept a journal as part of a self-study of teaching practice. The journal, interviews with 22 students in the class, and student writings were used to evaluate the teaching experience. The case study gave rise to thoughts on self-study that begin with the observation that self-study defines the focus of study and requires a constant commitment to checking data and interpretation with others. It is difficult for a person to change his or her own interpretations when examining his or her own experience, and the perspective colleagues can lend can be very valuable. Self-study is enhanced when it is a shared task. In addition it is noted that self-study outcomes require immediate action so that the focus of study is constantly changing. The many complications of the self-study process mean that it is best performed in a collaborative setting. (Contains eight references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A