Self-Study Research and the Development of Teacher Educators’ Professional Identities

Source: European Educational Research Journal, Volume 10 Number 3, 2011. pages 407‑420.

This article presents the results of a study on the project ‘Teacher Educators Study Their Own Practices’.

Nine teacher educators participated and conducted a self-study into their own practices.

The leading question of this article is whether their self-studies contributed to the development of their professional identities.

Data sources were digital logbooks, exit interviews, and follow-up questionnaires.
The results show that conducting self-study research supports theoretical growth, ongoing development, the production of knowledge, and the enhancement of self-confidence.