SoTL Methods: Using Self-Study and Critical Friend Approaches


  • Shelley Wong George Mson University
  • Maryam Saroughi George Mason University



Action research and self-study are two research paradigms in which teachers systematically inquire into their own teaching practices and share their insights about teaching methodology with others in the field. By making questions that emerge from daily practice central to inquiry, we can address the practical character of pedagogy and the complexity of decisions that shape our work.
Presenters reflect on their own experiences as teacher researchers and provide guidelines and examples of dialogic research methods. They will address the following questions: 1) Why engage in teacher research? 2) How does teacher research differ from traditional research in methods and tools? 3) What are the obstacles to conducting teacher research and how can we overcome them? They share theoretical frameworks and practical activities which support dialogic inquiry in the classroom and critical reflection of our own teaching practices. Teacher research can help raise awareness of historic inequalities and injustices in schools to transform our teaching and better serve our students by designing inclusive curriculum. In addition, presenters discuss the importance of having a critical friend and her feedback in a teaching self- study research.

Author Biographies

Shelley Wong, George Mson University

Teaching Culturally & Linguistically Diverse & Exceptional Learners, Associate Professor

Maryam Saroughi, George Mason University

Education/Educational Psychology