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Studying the Self in Self-study: Self-knowledge as a Means Toward Relational Teacher Education

Julian Kitchen

Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research

ISBN: 978-1-83982-263-6, eISBN: 978-1-83982-262-9

ISSN: 1479-3687

Publication date: 29 October 2020

Abstract

Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I explore and demonstrate these tensions building on Schwab's practical orientation and following its developments in narrative research and self-study. In particular, I focus on the role of self-knowledge in my work as a teacher educator as it has featured in my own self-studies. To present this, I rely on relational teacher education, a framework that I have developed and has guided my living and teaching as a teacher educator. Overall, this progression will demonstrate my belief that self-study is a crucial vehicle for developing self-knowledge; however, it ought to be seen as a means for relational teaching practice and not merely as an end.

Keywords

  • Relational teacher education
  • Self-study (S-STEP)
  • Teacher education
  • Self-knowledge
  • Personal practical knowledge
  • Narrative self-study

Citation

Kitchen, J. (2020), "Studying the Self in Self-study: Self-knowledge as a Means Toward Relational Teacher Education", Ergas, O. and Ritter, J.K. (Ed.) Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research (Advances in Research on Teaching, Vol. 34), Emerald Publishing Limited, pp. 91-104. https://doi.org/10.1108/S1479-368720200000034005

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Emerald Publishing Limited

Copyright © 2020 Emerald Publishing Limited

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