Many self-studies are derived from the issues, problems and concerns that emerge out of a teacher educator's practice. These self-studies are accounts of a teacher educator's search for meaning in teaching about teaching. This search is commonly driven by a teacher educator's desire to know if he/she is making a difference in students' learning.
The author argues that what makes these self-studies so powerful is the knowledge about practice that is derived from the study itself. This article sets out to question a common feature of self-study by exploring why stories are so prominent.
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