This book offers a collection of original, peer-reviewed studies by
scholars working to develop a knowledge base of teaching and
facilitating self-study research methodology. Further, it details and
interconnects perspectives and experiences of new self-study researchers
and their facilitators, in self-study communities in different countries
and across different continents. Offering a broad range of perspectives
and contexts, it opens up possibilities for encouraging the
collaborative and continuous growth of teaching and facilitating
self-study research within and beyond the field of teacher education.
The breadth of the scholarship presented expands scholarly discussions
concerning designing, representing, and theorising self-study research
in response to pressing educational and social questions. By documenting
and understanding what teaching and learning self-study looks like in
different contexts and what factors might influence its enactment, the
book contributes to building a kaleidoscopic knowledge base of
self-study research. Overall, this book demonstrates the impact on
participants' professional learning and validates the authenticity and
generative professional applications of self-study methodology for and
beyond teacher education, providing implications and recommendations for
practitioners on a global level.