This self-study focuses on two teacher educators' (from the United States) exploration and examination - with the help of two critical friends (faculty from China) - of the benefits and challenges associated with cross-cultural collaboration. The teacher educators designed and implemented a virtual collaborative cross-cultural, fifteen-week…

This article uses an existing poem, "Árvore" (Tree in Portuguese), coupled with our diary entries, as a methodological innovation in poetic self-study. The self-study aimed to understand the aesthetic link in the development of being a teacher-researcher. This was a departure from positivist rationality and affirmation of an…

This self-study demonstrates how crafting found poems and critical friendship facilitated unstitching and (re)stitching narrative understanding for purposes of learning from pedagogy for improving practice. Findings extend existing literature by documenting how composing found poems from previous, dissertation research is a tool for inquiry,…

In this article we present two narratives that have generated pedagogical insights into our identities in becoming researchers. We are concerned with the interaction of the self-as-researcher in a context, over time, with others who also have an expressed commitment to the educational world. Our commitment to better understanding educational…

From this year-long study, we offer new perspectives for being and becoming critical friends as co-authors. Informed by the Transactional Theory of Reading, a narrative view of experience and feminist communication theory, we positioned ourselves as collaborative, active meaning makers who could read and make meaning from our lived experiences and…

In this collaborative self-study, teacher educators/researchers in four different geographic, social, and cultural institutions of higher education implemented Culturally Proactive Pedagogy (CPP) learning events into their undergraduate literacy methods courses. Conceptually, this study used the Pose, Wobble, Flow (P/W/F) framework developed by…

Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important…

We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010-2011 academic year, we conducted a self-study to better understand how the support group…

This article is a narrative résumé of a year-long collaborative critical inquiry into teaching methods with teachers of modern languages in Irish secondary schools. Putting myself, a cultural stranger and first-time qualitative researcher, at the core of this self-study, I discuss first the context and methodological framework of the study to…

There is growing interest in self-study methods being used by teachers and teacher educators to improve their own practice. The focus of these self-studies seems to be more on acting than on understanding, and here we focus on a group of teachers who explore their professional identities. Teachers participating in a Master's degree study were…

The ethical practice underpinning self-study research has been addressed extensively in the literature of self-study of teacher education practices. Less attention has been paid to how researchers deal with ethical tensions and dilemmas when they arise unexpectedly during self-study research. In this article, we examine how the extrapolation and…

Student feedback collected through program evaluation of secondary education licensure and Master's program clinical experiences prompted us to conduct a collective self-study. We used a reflective framework for analysis and discussion of the shifts students in our courses made as they progressed from observers to practicing teachers. Along with…

This self-study explores my mediation as a literacy teacher educator in the context of a professional development undertaking that involved developing and leading an early school years literacy course. I examine the tensions that arose in the light of my own professional history and explore ways that the tensions led me to reconcile conflicting…

This article describes a collaborative research journey involving nine teacher educators. Their common purpose was to find a research identity in a university department with a strong commitment to the education and training of student teachers but which existed within a university that prided itself on maintaining a reputation for research…

Reflection is critical to successful pre-service teacher learning, but it is hard to teach and difficult for students to conceptualize. This article reports a self-study, with others, where a practitioner and colleagues scrutinized an intervention in teacher education. The study employed design-based methodology to examine an intervention in a…