The ‘We-Me’ dynamic in a collaborative self study

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

Abstract

Collaboration is a critical feature of self-study research. However, accounts of how, and in what ways, collaboration unfolds in self-study research needs to be explored in more detail. To address this issue, we build on Davey and Ham’s (2009) “Me Identities” and “We Identity” concepts to investigate a collaborative self-study carried out by four teacher educators. We consider how each member’s facilitator role and identity (‘me-identities’) within a practitioner inquiry project with teachers intersected with the ‘we-identity’ that was built over many years and helped create a positive climate for the group’s collaborative efforts. In addition, we discuss how the formal and informal roles of each member influenced their contributions to the self-study process. We conclude by discussing the importance of acknowledging the ‘We-Me’ dynamic within collaborative work.
Original languageEnglish
Title of host publicationLearning through Collaboration in Self-Study
Subtitle of host publicationCritical Friendship, Collaborative Self-Study, and Self-Study Communities of Practice
EditorsBrandon Butler , Shawn Bullock
Place of PublicationSingapore
PublisherSpringer
Chapter10
Pages127-143
Number of pages16
Edition1
ISBN (Electronic)9789811626814
ISBN (Print)9789811626807
DOIs
Publication statusPublished - 15 Feb 2022

Publication series

NameSelf-Study of Teaching and Teacher Education Practices
PublisherSpringer
Volume24
ISSN (Print)1875-3620
ISSN (Electronic)2215-1850

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