Self-Study as Professional Development: Some Reflections from Experience

Abstract

Self-study is an important component of professional practice and not less so in teaching. It is closely related to practice because it starts from the analysis of present practice with the aim of modifying such practice in order to improve the service rendered by the professional. Hence, self-study is considered as both a research methodology and as a form of ongoing professional development, with the two being inextricably linked. This chapter presents a reflection of what I have learned from my engagement in self-study research over 10 years. I initially engaged in self-study as a teacher-researcher and then continued using self-study upon becoming a teacher educator at the University of Malta. Various aspects that aim to promote a deeper understanding of the processes of self-study are discussed in this chapter. Such aspects include: self-study as a corrective measure to experiential over-learning; the relevance of learning that emerges from self-study; the role of collaborative others in self-study; and finally the pitfalls of self-study that beginning teacher educators ought to understand in order to facilitate the process of research.