What do teachers feel during their teaching day , and how do they manage their emotional experience?: Selves, sentiments, emotions, and energy
Frederick F. Lighthall, The University of Chicago (Professor Emeritus)
and Maureen S. Lighthall, Harold L. Richards High School

Teacher education practices supporting social justice : Approaching an individual self-study inquiry of institutional self-study processes,
Michael Vavrus & Olivia Archibald, The Evergreen State College

Professional development in science teacher educators through reflection and communication: A case of inquiry and growth
Hal Grunau, University of Manitoba, Erminia Pedretti, OISE/UT; Elgin Wolfe, OISE/UT; Don Galbraith, OISE/UT

Teacher self-study : Classroom practitioners' perspectives on the merits of the action research laboratory experience,
Joseph Senese, Lauren Fagel, John Gorleski, & Paul Swanson,
Highland Park (Illinois) High School

Telling stories about collaboration : Secrets and Lies?
Morwenna Griffiths, Nottingham Trent University

Have five years of self-study changed teacher education? Artifacts of our personal development as teacher educators,
Mary Lynn Hamilton, U of Kansas, Vicki Kubler LaBoskey, Mills College,
John Loughran, Monash University, Stefinee Pinnegar, Brigham Young University,
& Tom Russell, Queen's University

From excitement to despair and back again : Towards a new model of communications and development,
Linda Ross & Rena Upitis, Queen's University

The political is personal : An action researcher investigates issues of sex and gender in a junior school,
Victoria Perselli, Kingston University

Using cameos to mediate educational emotional awareness ,
Madeleine Mohammed, Kingston University

Two critical incidents in school science ,
Nick Selley, Kingston University

Becoming an action researcher : An exploration of one significant moment in the auto/biography of my learning,
Zoe Parker, Kingston University

How can I use drama for action research with students with severe, profound and multiple learning difficulties?
Kay Johnson, Kingston University

What do I mean by my authentic engagement with my God, and with 'John'?
Ben Cunningham, University of Bath

How do I know that I have influenced your learning for good? A question of representing my educative relationships with research students,
Jack Whitehead, University of Bath

Coming to a better understanding of educative relations through learning from individuals' representations of their action research,
Pam Lomax, Kingston University

Action research and standards of practice: Creating connections within the Ontario context ,
Frances Squire, Ontario College of Teachers

A self study of the impact that professional experience and professional research have on each other
Heather Stemp, Nipissing University, & Lorraine Frost, Brandon University

The effect of an inquiry-oriented teacher education program on a faculty member: Critical incidents and my journey
Clare Kosnik, OISE/UT

A meta-conversation about the transition between being a whole language early years (K-4) teacher and becoming a whole language teacher of early years (K-4) teachers using "brain-based curriculum"
Julie Ann Kniskern, Brandon University

A hall of mirrors: Using reflexivity and intertextuality to enter my own professional landscape
Janet Soler, University of Otago

Transforming "Got a minute?" stories into reflective narrative
Jinx Watson, University of Tennessee-Knoxville

Recollections: Interrupting practice, reconstituting the self
Susan Wilcox, Queen's University

The Teacher-Scholar Network: Imposters Anonymous
Chris Collier and Susan Wilcox, Queen's University

Life on the ice floe: Professional integrity and the teacher's model of practice
Tim Linzey, University of Otago

Working for a living: The emotion work of student-teachers in the classroom
Laura LoGerfo, University of Chicago

A learning community reshapes a teacher preparation program through self-study, reflection and collaboration
Anne Freese, University of Hawaii

Initiating a portfolio of current practice to support and assess teacher self-study within a Bachelor of Education (Teaching) degree programme
Stuart Windross, Auckland College of Education

Walking through the rose bush thicket: Self-assessment by preservice teachers,
Terri Austin, U of Alaska

Give and take: Self-studies of the reforming of teacher education programmes,
Beverly Bailey, Brandon University & Tom Russell, Queen's University

The evolution of a clinical literacy course as the result of student contributions: External investigation and self-reflection,
John Bradley, U of Arizona

Dance me an understanding of teaching,
Ardra Cole & Maura McIntrye, OISE/UT

"Is-When" stories: Narrative inquiry in teacher preparation,
Mitsuyo Sakamoto & Carola Conle, OISE/UT

Tracking the ups and downs in my educative relationship with Jack Whitehead
Pat D'Arcy, University of Bath

Questioning tenets of teacher education through an examination of my practice: Extending notions of teacher education and practice?
Rosebud Elijah, Hofstra University

Ways of knowing and of being teacher educators,
Allan Feldman, U of Massachusetts & Mary Rearick, U of Hartford

Humor and self-discovery: The lighter side of hidden curriculum in higher education and faculty work life,
Susan Finley, U of Michigan, Ardra Cole, OISE U of Toronto & Robert Donmoyer, OSU

The Tinkerbell tenet of teaching: Using self-study to explore the power of belief and issues of diversity,
Mary Lynn Hamilton, U of Kansas

Tangled tyrannies of tenure: A longitudinal self-study of four women crossing the border,
Mary Lynn Hamilton, U of Kansas, & Karen Guilfoyle, U of Idaho

Knowing what prospective teachers know: Understanding how it matters,
Diane Holt-Reynolds, Michigan State University

Building a community of learners: a self-study of teacher pre-service students and elementary school gifted students,
Jeff Kaplan, U of Central Florida, & Renee Kaplan, Partin Elementary School

Parallel lives in teacher education,
Patricia Kerr, Hobart & William Smith Colleges

The power of personal experience: Place, perspective, and pedagogy,
Gary Knowles, OISE/U of Toronto

Teacher education reform: Restoring change to its original difficulty,
Annette Lagrange & Anne Phelan, U of Calgary

A story game: Playfully exploring the role of interaction and relationship in research methods,
Mary Phillips Manke, Mankato State University, & Jerry Allender, Temple University

Researching our children: Exploring the place where the self and the study collide,
Cynthia McCallister, Hofstra University

Building community and the professional disposition of teaching,
Geoff Mills, Southern Oregon University

Performing self-study: What can a teacher do with a camera?,
Claudia Mitchell, McGill University, & Sandra Weber, Concordia University

Change in the air: A staff member's self-study of organizational change at Queen's University,
Lynda Simpson, Queen's University

On becoming: Toward constructing the self as teacher,
Howard Smith & Arlene Stairs, Queen's University

Learning to blend personal and political aspects of teaching in teacher education: Growth of one teacher educator,
Suzanne Standerford, Northern Michigan University

The telling case: Using students' cognitive dissidence to inform instructional practice,
Deborah Tidwell & Penny Beed, U of Northern Iowa

Seeing (through) the teacher's body in self-study,
Sandra Weber, Concordia University, & Claudia Mitchell, McGill University

Metaphorically speaking: Discovering and enhancing our professional selves through our figurative language
Janet Richards and Paul Richards, University of Southern Mississippi

How many hats?
Sandra Casey, Queen's University

Our bodies of knowledge: noticing the physical side of teaching and learning
Jerry Allender and Donna Allender, Temple University

Using practical argument to create communities of conversation
Melissa L. Heston, Katheryn East, and Linda M. Fitzgerald, U. of Northern Iowa

What are we as teacher educators?
Deborah Trumbull, Cornell University

A teacher educator self-study: Using a constructivist models based approach
Kathryn Penrod, South Dakota State University

Choosing to dance with a partner: methods and issues in assisted self-study
Maura McIntyre, OISE/UT

The role and impact of a partial internship preservice teacher preparation program on program participants' beliefs and practices
Katharine Davies Samway, San Jose State University

Investigating the immigrant experiences of teacher educators to enhance preservice teachers' cultural understanding
Linda Oda, Shannon Butler, Ray Wong, Kathleen Herndon, and Priti Kumar,
Weber State University