The Digital Impact on Self-Study

Abstract

There is little doubt that since self-study emerged from the shadows of reflective practice and practitioner research in the early 1990s (Loughran, 2004) that it has become increasingly helpful in defining and refining teacher education practices. The allure of self-study is embedded in the value for teacher educators of learning about, and therefore seriously critiquing, their practice (Brandenburg, 2008; Bullock, 2009) and in offering new ways of seeking meaningful data about the nature of the learning of their students of teaching (Berry, 2007; Kosnick, 2007).