References
- Archer, C., & Kelen, C. (2015). Dialogic pedagogy in creative practice: A conversation in examples. Pedagogy, Culture & Society, 23(2), 175–202. https://doi.org/https://doi.org/10.1080/14681366.2014.932301
- Barnes, D. (1998). Foreword: Looking forward: The concluding remarks at the castle conference. In M. L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. ix–xiv). Falmer Press.
- Bredekamp, S. (2017). Effective practices in early childhood education (3rd ed.). Pearson.
- Brown, B. (2010). The gifts of imperfection: Let go of who you think you’re supposed to be and embrace who you are. Hazelden Publishing.
- Butler-Kisber, L. (2005). Inquiry through poetry: The genesis of self-study. In C. Mitchell, S. Weber, & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 95–110). Routledge Falmer. https://doi.org/https://doi.org/10.4324/9780203464977_chapter_9
- Checkland, P. (2000). Soft systems methodology: A thirty year retrospective. Systems Research and Behavioral Science, 17(S1), S11–S58. https://doi.org/https://doi.org/10.1002/1099-1743(200011)17:1+ <::AID-SRES374 > 3.0.CO;2-O
- Dewey, J. (1959). Dewey and education. Teachers College Press.
- Fein, G. G. (1979). Pretend play: New perspectives. Young Children, 34(5), 61–66.
- Frick, B. L., & Brodin, E. M. (2020). A return to Wonderland: Exploring the links between academic identity development and creativity during doctoral education. Innovations in Education and Teaching International, 57(2), 209–219. https://doi.org/https://doi.org/10.1080/14703297.2019.1617183
- Galman, S. (2009). Trading in fables: Literary and artistic methods in self-study research. In C. A. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 129–149). Sense.
- Garbett, D., & Ovens, A. (Eds.). (2017). Being self-study researchers in a digital world: Future oriented research and pedagogy in teacher education. Springer. https://doi.org/https://doi.org/10.1007/978-3-319-39478-7
- Goldstein, D. (2014). The teacher wars: A history of America’s most embattled profession. Doubleday.
- Grimmett, H. (2016). The problem of “Just tell us”: Insights from playing with poetic inquiry and dialogical self theory. Studying Teacher Education, 12(1), 37–54. https://doi.org/https://doi.org/10.1080/17425964.2016.1143810
- Hopper, T., & Sanford, K. (2008). Using poetic representation to support the development of teachers’ knowledge. Studying Teacher Education, 4(1), 29–45. https://doi.org/https://doi.org/10.1080/17425960801976339
- Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning assessment in game-based learning (pp. 1–8). Springer. https://doi.org/https://doi.org/10.1007/978-1-4614-3546-4
- John-Steiner, V. (2000). Creative collaboration. Oxford University Press.
- Johri, A. K. (2015). Multiple narrators: Using double voice poems to examine writing personas. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 173–196). Sense. https://doi.org/https://doi.org/10.1007/978-94-6300-220-2_10
- LaBoskey, V. K. (2004). The methodology of self-study and its theoretical underpinnings. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 817–869). Kluwer Academic. https://doi.org/https://doi.org/10.1007/978-1-4020-6545-3_21
- Langer, C., & Furman, R. (2004). Exploring identity and assimilation: Research and interpretive poems. Forum: Qualitative Social Research, 5(2). Retrieved April 2, 2021, from http://www.qualitative-research.net/index.php/fqs/article/view/609
- Livingston, L. (2010). Teaching creativity in higher education. Arts Education Policy Review, 111(2), 59–62. https://doi.org/https://doi.org/10.1080/10632910903455884
- Mitchell, C., Moletsane, R., MacEntee, K., & de Lange, N. (2020). Participatory visual methodologies in self-study for social justice teaching: A reflexive eye. In J. Kitchen, A. Berry, H. Guðjónsdóttir, S. M. Bullock, M. Taylor, & A. R. Crowe (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 683–712). Springer. https://doi.org/https://doi.org/10.1007/978-981-13-1710-1_23-1
- Nørgård, R. T., Toft-Nielsen, C., & Whitton, N. (2017). Playful learning in higher education: developing a signature pedagogy. International Journal of Play, 6(3), 272–282. https://doi.org/https://doi.org/10.1080/21594937.2017.1382997
- Parten, M. B. (1932). Social participation among preschool children. Journal of Abnormal and Social Psychology, 27(3), 243–269. https://doi.org/https://doi.org/10.1037/h0074524
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice. Springer. https://doi.org/https://doi.org/10.1007/978-1-4020-9512-2_4
- Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. P. (2016). Exploring methodological inventiveness through collective artful self-study research. LEARNing Landscapes, 9(2), 443–460. https://doi.org/https://doi.org/10.36510/learnland.v9i2.786
- Pithouse-Morgan, K., & Samaras, A. P. (Eds.), (2015). Polyvocal professional learning through self-study research. Sense. https://doi.org/https://doi.org/10.1007/978-94-6300-220-2
- Pithouse-Morgan, K., & Samaras, A. P. (2017). Thinking in space: The power of self-study virtual bricolage for dialogic meaning-making. In D. Garbett & A. Ovens (Eds)., Being self-study researchers in a digital world: Future-oriented research and pedagogy in teacher education (pp. 133–150). Springer. https://doi.org/https://doi.org/10.1007/978-3-319-39478-7_10
- Pithouse-Morgan, K., & Samaras, A. P. (2019). Polyvocal play: A poetic bricolage of the why of our transdisciplinary self-study research. Studying Teacher Education, 15(1), 4–15. https://doi.org/https://doi.org/10.1080/17425964.2018.1541285
- Pithouse-Morgan, K., & Samaras, A. P. (2020a). Methodological inventiveness in writing about self-study research: Inventiveness in service. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 427–460). Springer. https://doi.org/https://doi.org/10.1007/978-981-13-1710-1_13-1
- Pithouse-Morgan, K., & Samaras, A. P. (2020b). A sense of place: Exploring place and identity through virtual bricolage self-study research. In E. Lyle (Ed.), Identity landscapes: Contemplating place and the construction of self (pp. 20–33). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004425194_003
- Pithouse-Morgan, K., & Samaras, A. P. (in press). “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in self-study. In B. Butler & S. Bullock (Eds)., Learning through collaboration in self-study: Communities of practice, critical friendships, and collaborative self-study. Springer.
- Pithouse-Morgan, K., & Samaras, A. P. (2021). Polyvocal poetic play with dialogue: Co-creativity in self-study writing. In J. Kitchen (Ed)., Writing as a method for the self-study of practice. Springer.
- Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Sage.
- Samaras, A. P., & Freese, A. R. (2006). Self-study of teaching practices primer. Peter Lang.
- Samaras, A. P., & Pithouse-Morgan, K. (2018). Self-study research in a polyvocal professional community design. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting self-study research (pp. 245–257). Springer. https://doi.org/https://doi.org/10.1007/978-981-10-8105-7_23
- Samaras, A. P., & Pithouse-Morgan, K. (2020). Polyvocal self-study in transdisciplinary higher education communities. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 1291–1321). Springer. https://doi.org/https://doi.org/10.1007/978-981-13-1710-1_43-1
- Samaras, A. P., Pithouse-Morgan, K., Chisanga, T., Conolly, J., Constantine, L. S., Meyiwa, T., Smith, L., Meyiwa, T., & Timm, D. (2015). Breathing under water: A transcontinental conversation about co-facilitating self-study learning communities. In K. Pithouse-Morgan, & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 231–252). Sense. https://doi.org/https://doi.org/10.1007/978-94-6300-220-2_13
- Sutton-Smith, B. (1997). The ambiguity of play. Harvard University Press.
- Tidwell, D. L., & Jónsdóttir, S. R. (2020). Methods and tools of self-study. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 377–426). Springer. https://doi.org/https://doi.org/10.1007/978-981-13-1710-1_12-1
- Vygotsky, L. (1978). Mind and society: The development of higher mental process. Harvard University Press.
- Walsh, A. (2018). Giving permission to play in higher education. Paper presented at the Walsh, A.4th International Conference on Higher Education Advances (HEAd’18) Universitat Politècnica de València, València. https://doi.org/https://doi.org/10.4995/HEAd18.2018.7988
- Weber, S., & Mitchell, C. (2004). Using visual and artistic modes of representation for self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 979–1037). Kluwer Academic.
- Whitehead, J. (2004). What counts as evidence in self-studies of teacher education practices? In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 871–903). Kluwer Academic. https://doi.org/https://doi.org/10.1007/978-1-4020-6545-3_22
- Whitton, N. (2018). Playful learning tools, techniques, and tactics. Research in Learning Technology, 26(0), 2035. https://doi.org/https://doi.org/10.25304/rlt.v26.2035