A growing number of universities are expanding programs with increased use of adjunct faculty. This research describes our experience developing and enacting a low-resource, scalable peer-to-peer program of research and professional development for adjunct faculty. This transdisciplinary adjunct self-study collaborative simultaneously targeted our…

This article illustrates how simultaneous involvement in two self-studies with critical friends contributed to an early career teacher educator's development as a relational teacher educator. Both self-studies took place within the university setting: teaching science to the undergraduate elementary teachers and coaching the intervarsity ladies…

This article documents my 2-year sojourn from voicelessness -- in the face of normalizing discourses about race, privilege, and difference in teacher education scholarship -- to an authentic voice capable of addressing normalizing discourses from a position of inclusivity. This journey has involved my face-to-face and even mediated engagement with…

In this study, we set out to explore processes of individual and group becomings of a self-study collective over time and distance, and with/through technology. Born out of a self-study project in one of our early doctoral courses, our self-study community has evolved over several years to one that is hybrid in nature. As we have continued our…

In this self-study, we look at the contribution made towards our professional learning through an aspect of teacher education work that is not commonly featured in the research literature: exploring the implications of our work as co-editors of an international collection about teacher educators' journeys of professional becoming. Through this…

Through a self-study methodology, six doctoral students and a professor examine how our semester long doctoral level class became a transformative space for all participants. We investigate how each individual was able to participate in the construction of a powerful and meaningful learning community, which led to a re-visioning of ourselves as…

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically…

In order to research and improve her practice, a teacher educator examined her life history and its relation to the ethical and moral discourses of society using autobiography as a self-study methodology. This critical reflection provided the basis for contextualizing praxis-oriented teacher education in an urban school. Based on the…

This study presents the results of a self-study of interdisciplinary work that has generated profound changes in our teaching practices. The research grew out of an interest in exploring the nature of our work and the practices that contribute to its success. Our self-study revealed that our work process consists of five stages and is the product…

This article examines the experiences of seven teacher educators who met monthly over one academic year to engage in a collaborative self-study focused on exploring the text, "Developing a Pedagogy of Teacher Education: Understanding Teaching and Learning about Teaching." Through reflective discussion focused on relating the text to our…

This article reports a literature review of self-studies by beginning teacher educators examining their experiences of the transition from classroom teaching to teacher educator. The authors conclude that becoming a teacher educator involves several complex and challenging tasks: examining beliefs and values grounded in personal biography,…

This article describes the use of self-study as a frame for professional learning that grew out of a professional development program for teachers examining their practice in a dual-language K-4 school. Located in the center of the rural state of Iowa, the school's development of a bilingual program for native speakers of both English and Spanish…

In this collaborative self-study, two first-year assistant professors examine their views of teaching and learning from two cultural perspectives. Drawing from multiple data sources, including reflective analyses of teaching, monthly peer-support meetings, and the Students Opinion Information Survey, the study explores the differences in views of…