Exploring the collaborative in a collective self-study

Nicola Carse, Paul Mcmillan, Michael Jess, Jan McIntyre, Tim Fletcher

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract / Description of output

This paper emerges from the work of a group of teacher educators, the Developmental Physical Education Group (DPEG), at the University of Edinburgh. Building on the group’s earlier professional learning (Jess & McEvilly, 2015) and self-study (Jess, Atencio & Carse, 2016) research, this current collective self-study is part of a collaborative longitudinal project investigating the potential of practitioner inquiry as an approach to teacher professional learning. The aim of the collective self-study was to investigate our practice to find out how we support teachers to engage with practitioner inquiry and the extent to which our practice contributed to this being a participative, situated, and transformative professional learning experience for us and the teachers. The self-study focus of this research also enabled us to further develop ideas around the collaborative nature of self-study that had emerged from a previous (and still ongoing) self-study (Jess, Atencio & Carse, 2016).
Original languageEnglish
Title of host publicationPushing Boundaries and Crossing Borders
Subtitle of host publicationSelf-Study as a Means for Researching Pedagogy
EditorsDawn Garbett, Alan Ovens
PublisherUniversity of Auckland
Chapter59
Pages489-496
ISBN (Electronic)9780473444716
Publication statusPublished - 22 Jul 2018

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