Looking at Ourselves: Professional Development as Self-Study

Abstract

This chapter documents monthly meetings of Bank Street College Reading and Literacy alumnae between October 2002 and December 2004. It describe the ways in which case study and self-study methodologies enabled participants to support their own professional development and that of colleagues. Findings suggest that the process enabled participants to revisit, reconsider, and reframe understandings and perspectives both in the minute and later as they shared experiences with a broader audience. Outcomes include a more extensive professional knowledge base, increased ability to meet the needs of children and parents, and a stronger sense of self as professional identity.

Citation

Freidus, H., Feldman, S., Sgouros, C.M. and Wiles-Kettenmann, M. (2005), "Looking at Ourselves: Professional Development as Self-Study", Brophy, J. and Pinnegar, S. (Ed.) Learning from Research on Teaching: Perspective, Methodology, and Representation (Advances in Research on Teaching, Vol. 11), Emerald Group Publishing Limited, Leeds, pp. 377-409. https://doi.org/10.1016/S1479-3687(05)11013-X