The Power of Autobiography in Building a Self-Study Community of Practice

Using self-study methodology, four teacher-educators describe how trust was built within a self-study community of practice (SSCoP) by sharing educational autobiographies and engaging in critical exploration. We collected the following data during a doctoral seminar: course documents, student work with instructor feedback, reflection-on-action instructor posts, and transcribed audio recordings of course sessions. Analyzing multiple data sources provided insight into how the SSCoP was created and sustained, how each of us grew in our commitment to the community, and how sharing our autobiographies strengthened our group. We identified three overarching themes: using the past to create community, using the present to establish community, and using the future to maintain community. In the following narrative, we describe how our sharing of autobiographies strengthened our SSCoP during all three stages. This experience led us to confirm, question, unpack, and reconsider our educational beliefs, values, and practices.

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Author information

Authors and Affiliations

1. University of West Georgia, Carrollton, GA, USA Angela Branyon
2. Pittsburg State University, Pittsburg, KS, USA Mark M. Diacopoulos
3. East Carolina University, Greenville, NC, USA Kristen H. Gregory
4. Old Dominion University, Norfolk, VA, USA Brandon M. Butler

1. Angela Branyon