Abstract:
The author describes how she has come to think about self-study in different
ways as she has become involved in the reform movement in mathematics teaching and
learning. Self-study not only has the capacity to improve personal practice but also to
contribute to the reform of teacher education practices in general. To do this, serious
self-study must use research methods which are rigorous and thorough. In her self-study of
teacher education practices she discovered that it was essential to be familiar with the
students' beliefs as well as her own. She found that prospective primary school teachers often
held beliefs about mathematics teaching and learning that constrained their access to rich
and powerful ways of learning. She consequently needed to revise her practice to help
students challenge these beliefs. However, careful study of the new practices also revealed
some obstacles. In the article, the author suggests several conditions that need to exist if
self-study of teacher education practices is to be a fruitful activity for those engaged in the
demanding task of challenging students' beliefs.
