Developing a model for a self-study professional learning community



Publication Details

Hoban, G. F., McLean, P. D., Nielsen, W. S., Berry, A., Brown, C. A., Brown, G. L., Butterfield, B., Forrester, P. A., Kervin, L. K., Mantei, J., Trezise, J. M., Rossetto, L. C. & Verenikina, I. (2012). Developing a model for a self-study professional learning community. In S. M. Bullock & T. Russell (Eds.), Self-Studies of Science Teacher Education Practices (pp. 175-192). Dordrecht: Springer.


Although the term self-study may suggest an individual teacher educator studying his or her own practice, most self-studies involve pairs or small groups of teacher educators working together in what is often called collaborative self-study. An extension of an informal collaboration is to formalize self-study as professional learning for teacher educators. This means that a group of teacher educators and other academics can study their practices over an extended period of time and share experiences as a community. This chapter identifies and explains the nature of a professional learning framework that underpins a group of academics becoming a self-study community. The framework is developed from previous research with teachers in schools and is adapted for self-study of academic teaching practices. The framework is based on the dynamic interaction of three professional learning influences: (1) content, (2) process, and (3) conditions that support such a community. Development of the framework is based on the progress of a group of ten academics, mostly teacher educators, over a 12-month period. Refinement of the framework is supported by case studies of the experiences of two of the participants in the self-study community.

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