Abstract:
Aself-study community encourages the sharing of experiences
and new insights, both positive and negative. The
building of knowledge develops through dialogue in a
personal-constructivist-collaborative approach (Beck,
Freese, & Kosnik, 2004). Loughran and Northfield
(1998) note that the individual perspective may be a significant
paradox in self-study terminology. The term,
self-study, suggests that the individual is the focus of the
study, yet self-study is a collective task (Elijah, 2004;
Ham & Kane, 2004). Samaras & Freese (2006) write of
this paradox of self-study as both personal and interpersonal.
It is as if the community leads (Vygotsky, 1978) or
completes (Newman & Holzman, 1993) development.
Collaboration does not mean harmony. Interactions
may cause the individual to question his/her position or
those of others as they develop new understandings.
Beyond the cognitive level, self-study scholars have the
emotional support of self-study colleagues who are
invested in improving learning and teaching through selfstudy.
Kosnik, Beck, and Freese (2004) state that an
inclusive and equitable self-study community fosters personal
and professional growth which impacts program
development. LaBoskey (2004) affirms the need for a
supportive and interactive community in the knowledge
building process. This paper addresses the impact of our
collaborative experiences in the self-study community.
We discuss how it has supported and influenced our personal
and professional thinking as well as our work in our
home institutions.
