Just Who Do We Think We Are?

<p>Drawing upon diverse and specific examples of self-study, described here by the practitioners themselves, this unique book formulates a methodological framework for self-study in education.</p><p>This collection brings together a diverse and international range of self-studies carried out in teacher education, each of which has a different perspective to offer on issues of method and methodology, including:</p><p>* memory work<br>* fictional practice<br>* collaborative autobiography<br>* auto-ethnography<br>* phenomenology<br>* image-based approaches.</p><p>Such ethical issues likely to arise from self-study as informed consent, self-disclosure and crises of representation are also explored with depth and clarity.</p><p>As method takes centre stage in educational and social scientific research, and self-study becomes a key tool for research, training, practice and professional development in education, <em>Just Who Do We Think We Are?</em> provides an invaluable resource for anyone undertaking this form of practitioner research. </p>