TY  - CHAP
AB  - 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.
VL  - 34
SN  - 978-1-83982-262-9, 978-1-83982-263-6/1479-3687
DO  - 10.1108/S1479-368720200000034005
UR  - https://doi.org/10.1108/S1479-368720200000034005
AU  - Kitchen Julian
ED  - Oren Ergas
ED  - Jason K. Ritter
PY  - 2020
Y1  - 2020/01/01
TI  - Studying the Self in Self-study: Self-knowledge as a Means Toward Relational Teacher Education
T2  - Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
T3  - Advances in Research on Teaching
PB  - Emerald Publishing Limited
SP  - 91
EP  - 104
Y2  - 2024/04/27
ER  -