Abstract
In this chapter we present examples of Living Theory research, a form of Self-Study, which show teachers, teacher educators, and administrators researching to improve their teaching and the educational experience of students and contributing the knowledge they create in the process to a professional educational knowledge base. We clarify the relationship between education and educational research and show how Living Theory is distinguished within other forms of Self-Study research. Consideration is given to the opportunities and challenges of promoting this approach and other forms of Self-Study research, as ways to improve practice in schools. We show the development of ideas since Whitehead’s contribution 14 years ago, in 2004, to the first International Handbook of Self-Study on, “What counts as evidence in self-studies of teacher education practices?.” Our emphasis in this chapter is on practicing educators, their professional development, and gaining academic recognition for the embodied knowledges of master and doctor educators.
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Whitehead, J., Delong, J., Huxtable, M., Campbell, L., Griffin, C., Mounter, J. (2019). Self-Study in Elementary and Secondary Teaching. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_42-1
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