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dc.contributor.authorAakernes, Nina
dc.contributor.authorMøllerhagen, Torill Hammeren
dc.contributor.authorOlstad, Hanne Berg
dc.contributor.authorSchaug, Rosaline Mary
dc.date.accessioned2023-06-20T12:13:27Z
dc.date.available2023-06-20T12:13:27Z
dc.date.created2023-06-01T09:52:26Z
dc.date.issued2023
dc.identifier.citationStudying Teacher Education. 2023, 19 (1), .en_US
dc.identifier.issn1742-5964
dc.identifier.issn1742-5972
dc.identifier.urihttps://hdl.handle.net/11250/3072300
dc.description.abstractThis article explores how collaborative self-study, initiated by experienced challenges and insecurity in new roles, contributes to the professional development of teacher educators. We document how four vocational teacher educators created a free space for self-development in a self-study process of dialogue and collective reflective inquiry. This study was initiated during the 2019/2020 academic year as we facilitated a school-based mentor course for vocational high school teachers. We analyze personal reflective journals written during and after mentoring sessions, group meetings, and throughout the process. Drawing on the self-study tradition within educational research, we examine the dilemmas, challenges, and opportunities this experience presented for our roles as teacher educators. The results indicate that investing time in group meetings established an atmosphere of mutual trust and developed the self-study group as a free space. Furthermore, we show the value of collaborative self-study as a tool for individual and collective self-understanding and professional development for teacher educators. Our experiences indicate that a self-study group must be self-selected to achieve an open and trusting process. Furthermore, the study shows that creating free space in academia is possible but highlights a need for academia to recognize free space and self-study as integral parts of the work culture.en_US
dc.language.isoengen_US
dc.publisherRoutledgeen_US
dc.relation.ispartofseriesStudying Teacher Education;
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleCreating a Free Space for Professional Development through Collaborative Self-Studyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttp://dx.doi.org/10.1080/17425964.2023.2212683
dc.identifier.cristin2150692
dc.source.journalStudying Teacher Educationen_US
dc.source.volume19en_US
dc.source.issue1en_US
dc.source.pagenumber17en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal