The self-study of physical education practices: A methodology for empowering practitioners and supporting professional learning

In this symposium we discuss self-study as a reflexive methodology for researching teaching and teacher education practices. We argue that, as a methodology, self-study brings sensitivity to the importance of the embodied... [ view full abstract ]

In this symposium we discuss self-study as a reflexive methodology for researching teaching and teacher education practices. We argue that, as a methodology, self-study brings sensitivity to the importance of the embodied individual-in-action and positions teaching as a practice that is simultaneously the thing we know about, the thing we do and the thing we research. As research practice, it offers potential for ways of understanding that embrace uncertainty, non-linearity, and the inevitable ‘messiness’ that is inherent in pedagogical settings. However, enacting self-study is far from straightforward. Indeed, it is not clear if self-study should be labeled a community of practice, a research methodology, or a particular attitude towards doing research. As a consequence, the presentations in this symposia explore how self-study opens a potentially fertile space for physical education scholarship because of the possibility of rethinking the body, self, knowing, and agency, particularly in relation to engaging in pedagogical work.