Start Date
19-6-2025 10:30 AM
End Date
19-6-2025 12:00 PM
DOI
10.34719/fze6-ya93
Abstract
Introduction Self-study of Teaching and Teacher Education Practice (S-STTEP) has been applied in higher education settings for more than forty years (Russell, 2022). (McPhail, 2012). In particular, the application of this research methodology in Physical Education Teacher Education (PETE) has significantly enhanced the professional development (PD) of academics in this domain (Lunenberg et al., 2020). It has also increased the scholarly outputs associated with PD in this field (McPhail, 2012). While professional formation in APA and APE is closely aligned with PETE, this research method has not featured in APA publications.
Methodology: A case study in APA teaching practice was carried out using Self-Study of Practice (S-SP) methods (Pinnegar & Hamilton, 2020). Lecturer’s reflective journals, critical friendship dialogue and student group interviews were triangulated to gather data and better understand the educational practice of the lecturer.
Results: Reflexive practice by the lecturer influenced the professional learning of the students. Agentic practices in teaching and a critical pedagogy approach identified by the lecturer were evident and were perceived by the students and the critical friend.
Conclusions: The research method captured aspects of the lecturer’s practice that the students adopted. Themes frequently reported as significant in APA research such as reflexivity, agentic learning experiences and modelling best practice were prominent when using this S-SP methods. Self-study research methods hold a great opportunity to articulate insightful findings in APA research.
Recommended Citation
Alyward, Tomás, "“What’s good for the goose just might be good for the gander”: a proposal for self-study of practice (S-SP) methodology in APA research" (2025). International Symposium of Adapted Physical Activity and International Symposium on Physical Activity and Visual Impairment and Deafblindness. 46.
https://sword.mtu.ie/isapa/2025/day4/46
Included in
Health and Physical Education Commons, Scholarship of Teaching and Learning Commons, Sports Studies Commons
“What’s good for the goose just might be good for the gander”: a proposal for self-study of practice (S-SP) methodology in APA research
Introduction Self-study of Teaching and Teacher Education Practice (S-STTEP) has been applied in higher education settings for more than forty years (Russell, 2022). (McPhail, 2012). In particular, the application of this research methodology in Physical Education Teacher Education (PETE) has significantly enhanced the professional development (PD) of academics in this domain (Lunenberg et al., 2020). It has also increased the scholarly outputs associated with PD in this field (McPhail, 2012). While professional formation in APA and APE is closely aligned with PETE, this research method has not featured in APA publications.
Methodology: A case study in APA teaching practice was carried out using Self-Study of Practice (S-SP) methods (Pinnegar & Hamilton, 2020). Lecturer’s reflective journals, critical friendship dialogue and student group interviews were triangulated to gather data and better understand the educational practice of the lecturer.
Results: Reflexive practice by the lecturer influenced the professional learning of the students. Agentic practices in teaching and a critical pedagogy approach identified by the lecturer were evident and were perceived by the students and the critical friend.
Conclusions: The research method captured aspects of the lecturer’s practice that the students adopted. Themes frequently reported as significant in APA research such as reflexivity, agentic learning experiences and modelling best practice were prominent when using this S-SP methods. Self-study research methods hold a great opportunity to articulate insightful findings in APA research.