The Collaborative Process in Educators’ Self-Study of Practice

Our intention of connecting professional development with self-study of practice reflects the idea that educators benefit from various forms of knowledge, including formal and practical, which relate to the what and how of teaching (LaBoskey, 2004). Since self-study of practice is intended to improve upon one’s immediate practice (LaBoskey) and to align theory to practice (Loughran, 2007), the use of self-study seemed like an effective way to connect the educators’ professional development work with their change in practice.