Self-study in a community of learning researchers: What can we do to help teachers/teacher educators benefit from our research?

Mieke Lunenberg*, John Loughran, Kim Schildkamp, Jos Beishuizen, Jacobiene Meirink, Rosanne Zwart

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

    5 Citations (Scopus)

    Abstract

    This article reports on the results of an intensive summer course in which a community of learners, consisting of three teaching and teacher education academics and 17 European PhD students in the field of education, conducted a collective self-study. The international collective self-study offered a unique opportunity to go beyond parochial and local perspectives on the process of research and knowledge creation. The central question in this summer course was: 'What can we, as researchers, do to help teachers/teacher educators benefit from our research and what can be learned through this research on research?' The participants first studied relevant literature about the - relatively new - concepts of self-study and a community of learners. Secondly, they studied and discussed their own research projects through the lens of a self-study methodology. The critical study and discussions of both literature and the research projects resulted in a list of 15 guidelines. In addition, the doctoral students experienced and learned that forming a community of learners can be an effective environment for collaborative inquiry learning and that conducting a collective self-study can be an effettive way of carrying out research.

    Original languageEnglish
    Pages (from-to)411-423
    Number of pages13
    JournalEuropean educational research journal
    Volume6
    Issue number4
    DOIs
    Publication statusPublished - 1 Dec 2007

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