Mason Archival Repository Service

Self-Study Through Personal History

Show simple item record

dc.contributor.author Samaras, Anastasia P.
dc.contributor.author Hicks, Mark A.
dc.contributor.author Berger, Jennifer Garvey
dc.date.accessioned 2007-11-26T20:45:01Z
dc.date.available 2007-11-26T20:45:01Z
dc.date.issued 2004
dc.identifier.uri https://hdl.handle.net/1920/2889
dc.description.abstract The profession of teaching, historically, has struggled with the degree to which the personal experiences of the teacher can or should influence classroom practice. This chapter explores the benefits of including “the personal” both for the teacher and student. Personal history – the formative, contextualized experiences of our lives that influence how we think about and practice our teaching – provides a powerful mechanism for teachers wanting to discern how their lived lives impact their ability to teach or learn. In this chapter, the authors explore the historical evolution of personal history self-study, the misconceptions that often limit its potential, and the multiple ways in which it can promote deeper learning. Specifically, this form of self-study can be used to: know and better understand one’s professional identity, model and test forms of reflection, and finally, push the boundaries of what we know by creating alternative interpretations of reality. The benefits of this method are further illustrated through a case study of the lived experiences of a teacher educator surfacing her own struggle to unpack how her identity impacts her teaching and her quest for modeling self-study as she reshapes a preservice teacher education program.
dc.language.iso en en
dc.publisher Kluwer Academic Publishers en
dc.subject self-study en_US
dc.subject teaching en_US
dc.subject personal history en_US
dc.title Self-Study Through Personal History en
dc.type Book chapter en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search MARS


Browse

My Account

Statistics