11 Me-search research: The use of a self-study methodological approach to teaching documentation

“Self-study research focuses on the learning of the practitioner-researcher.”

(White & Jarvis, 2019, para. 5)

 

As teaching in higher education becomes increasingly complex (De Courcy, 2015), documenting one’s teaching practice requires instructors^[1] to take a more nuanced approach. The diversity associated with teaching today, impacted by COVID (Scholkmann et al., 2024), the various teaching modalities now available (McManus et al., 2024), and the introduction of artificial intelligence into academia (Li, 2025; Sok & Heng, 2024), has created a concoction of elements available to each instructor. This means that every instructor, bringing their own philosophical and ontological approach to teaching, has a myriad of decisions to make about how to best teach each course to students. Despite the ubiquitous use of the term innovative teaching to indicate an instructor’s intentional curriculum design to enhance student learning, teaching today is not about innovation but rather about being contextually relevant. Innovation implies employing one’s agency to embrace change, but instructors in post-secondary do not have a choice anymore whether to change. What instructors can do is exert their agency in the decisions they make about the many elements associated with the course and where it is being taught, making teaching excellence highly context and instructor specific.

Therefore, due to the complexity of teaching today, I posit that each instructor, to authentically document their teaching, must argue how their teaching is contextually excellent based on evidence. To do this, I suggest that instructors take a self-study approach to provide evidence of teaching excellence in their subject area within a specific context. In my role as Director of Teaching Excellence at the University of Victoria, Victoria, British Columbia, Canada, I developed the self-study approach. In that role (up until 2023) and currently as a consultant and independent educational developer, I continue to advise and teach instructors to take a self-study approach and have seen first-hand the impact of taking such an approach. Over the past 20 years, I have been providing feedback to many instructors on their teaching dossiers^[2] when applying for teaching awards, academic positions, tenure and promotion, or other purposes. When someone first sends me their teaching philosophy/narrative statement, often it does not align with the evidence in the dossier. This misalignment renders the philosophy hollow. However, once an instructor revisits their data, sometimes collecting more data, codes and thematizes it, the result is a rich teaching philosophy statement that is authentic to that instructor and aligns perfectly with the evidence in the dossier. By taking a self-study approach, they can clearly state how their teaching is contextually excellent based on substantial evidence.

The evidence is due to how self-study puts the focus on the many decisions an instructor makes when teaching. Teaching, as with all work positions, has expectations and policies set by the institution, faculty, school, and/or department that each instructor must adhere to. But beyond those stipulations, instructors are given the freedom to make many decisions about the course they are teaching. Decisions made prior to, during, and after the course is complete provide evidence of the instructor’s goal to support students’ learning. McAlpine and Weston (2000) define decision-making as allowing “knowledge to be used to influence action” and to “maintain, initiate, adjust, or terminate actions” (p. 369). During teaching, many decisions take place, often without the instructor being cognizant of those decisions. Decision-making is a complex process dependent on how it is interpreted by the individual at the time. It relates to personal factors rather than codified knowledge (Eraut & Hirsh, 2007), with many decisions made quickly relying on previous experience even though if given time to process the situation, the instructor would make a different decision (Eraut, 2000). As McAlpine and Weston’s (2000) research shows, decision-making in the classroom is a complex interplay of many factors.

By engaging in self-study, the instructor is the research subject whose decisions made can be investigated. Taking a research-based approach to documenting one’s teaching establishes a strong foundation to provide evidence of teaching excellence. There is a plethora of literature as to what constitutes excellent teaching (e.g., Chan & Chen, 2023; De Courcy, 2023; Gourlay & Stevenson, 2017; Haynes et al., 2020), with most recognizing that an established hallmark of teaching excellence is reflecting on one’s teaching development that results in change, such as students meeting the learning outcomes (Brookfield, 2017). Due to the significant decisions made when teaching, reflection-on-action (Argyris & Schon, 1974) is of utmost importance. Self-study provides an evidence-based approach for instructors to successfully accomplish reflection-on-action.

Self-study approach

Self-study research is a methodology for enhancing one’s teaching that has a long history in teacher education. Pithouse-Morgan (2022) relays how self-study emerged in the 1990s with teacher educators researching various elements related to their teaching with the aim to discuss how to enhance their teaching and others.

Self-study is not the only way to approach practitioner research. For example, self-study differs from the Scholarship of Teaching and Learning (SoTL) in that in self-study the instructor and their actions and reflections are the focus and require involvement of critical others, whereas in SoTL, the methods used in teaching to enhance student learning are the focus. A self-study approach has recently been embraced in higher education in various capacities (Samaras & Pithouse-Morgan, 2020), such as individual instructors investigating an aspect of their teaching (Yuan et al., 2024). Looking at these studies, Yuan et al. (2024) sought to find out what motivated those in higher education to pursue self-study. Motivating factors ranged from solving a teaching problem and professional development needs to a self-exploratory study related to their career. Absent from this recent embrace is using a self-study approach to document and enhance one’s teaching. An exception is Smith and Bradbury’s (2019) research, where an educational developer and faculty member took a self-study approach to analyze and improve the instructor’s teaching. During the semester, the instructor kept a course portfolio and reflections in an online journal that the educational developer could access and comment on. The instructor valued receiving feedback during the semester from a critical friend. This example shows how self-study can be successfully implemented in higher education.

Self-study requires instructors to deeply reflect on who they are as an instructor and take a scholarly approach to their values and actions related to teaching. As Hamilton and Pinnegar (1998) state: “It is autobiographical, historical, cultural, and political…it draws on one’s life, but it is more than that. Self-study also involves a thoughtful look at texts read, experiences had, people known and ideas considered” (p. 265). Self-study combines the past and present to influence the future (Bullough & Pinnegar, 2004). LaBoskey (2004) outlines five elements of self-study:

…it is initiated and focused on self; it is improvement-aimed; it is interactive at one or more points during the process; it employs multiple, primarily qualitative, research methods; and it achieves validation through the construction, testing, sharing, and re-testing of exemplars of teaching practice. (p. 813)

Self-study supports Brookfield’s (2017) requirement of four lenses to enhance one’s teaching: self, colleagues, students, and professional literature. In self-study, one thoroughly investigates whether their ‘espoused’ theories are their ‘theories in action’ (Argyris & Schon, 1974). “A fundamental requirement of self-study scholarship is revealing and studying one’s experiences and practices to learn from them and improve” (Pithouse-Morgan, 2022, p. 3). However, to do so, self-study requires instructors to be open to feedback (from colleagues and students) and to be self-aware (Pithouse et al., 2009). This highlights a key feature of self-study research – interaction with critical others, which requires vulnerability, humility, and listening skills. Although the name of the approach – self-study – does not suggest interaction with others, essential to self-study is to engage with various viewpoints related to one’s teaching, as Brookfield’s four lenses (2017) supports. Berry and Kitchen (2023) cogently state:

A central tenet of self-study is the inclusion of multiple viewpoints or perspectives in order to uncover and examine beliefs, assumptions or taken-for-granted ways of being and knowing. In this way, self-study becomes both personally meaningful and professionally significant leading to reframed understandings of self and practice, and potential new courses of action. (p. 125)

Despite the long history in teacher education, a self-study approach to enhancing one’s teaching has been used sparingly within post-secondary institutions (Louie et al., 2003).

How to undertake self-study

Self-study research has been divided into three areas of focus: teacher identity, the relationship between teaching beliefs and practice, and collegial interaction (Louie et al., 2003). Teacher identity focuses on one’s development as a teacher, whereas beliefs and practices look at the decisions made related to teaching and the underlying reasons why those decisions were made. Lastly, collegial interaction centers on the learning conversations one has about teaching with colleagues, which promotes self-reflection. An instructor can approach self-study by choosing to focus on one area or all three.

For teaching documentation purposes, it is not necessary that one formally conduct self-study research. However, the self-study research approach is perfectly suited to provide the framework to study one’s teaching. Through review of self-study literature, Bullough and Pinnegar (2004) provide guidelines to help instructors take a self-study approach, summarized below.

• First, ensure that you have a focus for your inquiry. As stated above, you may focus on a particular area or have a broad focus. What is important is that the inquiry you embark upon about your teaching is important to you. Remember that self-study will be emotional. Be prepared to immerse yourself in those emotions to find out what they mean.
• Since self-study is about learning about yourself as an instructor, be prepared to make changes in your teaching. This is where a great deal of vulnerability comes with self-study. It means being able to ask yourself and be asked by your critical friends, why you do what you do, or how you can do better. Learning is hard and requires being able to struggle with questions asked about teaching situations and your decisions being analyzed.
• If one does conduct formal self-study research, then it is important that it is shared through various mechanisms, such as presentations and publications.
• Self-study requires collaboration with others. Therefore, it is important that those others create a safe but critical space to dialogue with you about your teaching practice. Being cognizant of your personal boundaries related to teaching is important, which requires you to be clear in your communication.
• Transparent interactions throughout the journey helps ensure there are no assumptions being made to keep the inquiry at the forefront.
• Critical friends need to model self-study as well by being transparent and vulnerable by asking for feedback.

With these guidelines in mind, your first task is to gather evidence. I recommend you begin self-study with a broad focus, no matter what stage you are in your academic career. You want to ensure that you have a substantial corpus of data that you can analyze. Following Brookfield’s (2017) suggestion, there are four distinct areas of data you can collect: self, colleagues, students, and the scholarly literature. Self-study uses qualitative methods but is not restrictive as to which methods are used. This allows you to determine which type of data gathering instruments would be best to gather evidence about your teaching. The following is not exhaustive but gives you a range of data sources to collect. These data sources become part of your teaching portfolio/dossier.

Self

From this day forward, you are your research subject. Therefore, you will want to begin keeping a reflective journal about your teaching. Writing reflectively takes time to develop. Moon (2006) offers instructors a multitude of prompts to help with reflection and encourages them to reflect deeper, rather than simply descriptively. For example, Moon (2006) suggests taking a metacognitive stance by being critically aware of one’s own processes of mental functioning, while recognizing that events exist in a historical or social context that may influence one’s reaction to them. This journal will be the place you begin asking yourself questions about why you do what you do in your teaching. Aim to question every action and decision you make. For example, why do you use the assessments you do for a particular course? If the answer is because that was how you were taught, or that is how it is done in your discipline, that is your opening to critically examine why it is done this way in your discipline. Could it be done a different way? The journal is the place for you to question everything you do. As Pithouse-Morgan (2022) states, “experience-based knowledge serves as the epistemic foundation for self-study scholarship” (p. 7). Therefore, everything you experience while preparing to teach – teaching, thinking, and reflecting on teaching – is the foundation of your self-study. Sometimes you may feel stumped about why you do what you do in teaching, and this is when other sources will be useful, such as colleagues.

If you engage in any form of professional development related to teaching and learning in higher education, document that in your curriculum vitae (CV), but also write about what you learned in those sessions, how it relates to what you are doing, and will impact your teaching going forward. Similarly, if you apply and receive grants or other funding or awards related to teaching, besides noting them in your CV, reflect about that process in your journal.

In addition to your reflective journal, you want to keep a course portfolio, a portfolio/file where you keep everything related to each course you teach. This is something you most likely already have but what may be missing is the course journal component. The course journal is specific to the course and contains your ongoing reflections about the course, such as how did the class go, what surprised you about a certain activity, or where did you feel tension in that lesson. The course journal is where you will reflect on the decisions you made during the lesson. What prompted that decision? Why do you think you reacted as you did? Which decisions would you change? These reflections become part of your reflective journal as well. Related to this, it is helpful to video record some of your classes. Simply let students know you are recording yourself strictly for your own purposes. Review the recording and reflect on what you notice or find absent.

Over time, you will begin to see patterns in your reflective journal that will lead to further questions. You may decide to seek help from colleagues, students, and/or the scholarly literature to address these questions.

Colleagues

One of the most effective ways to attain feedback about your teaching is by having colleagues observe you teaching and be a critical friend. You can engage in one-time only peer teaching observations but for self-study it is best if you can have at least one critical friend who can observe your teaching several times, so that you can engage in learning conversations about your teaching. This colleague can be someone from your discipline, but it is best to have someone outside your discipline who will focus on your teaching rather than the content. Consider asking a colleague from your learning and teaching unit, if your institution has one. It is best to begin with a broad teaching observation, but subsequent observations may focus on an aspect of your teaching that came up in conversation. Your critical friend will provide you with a letter about their observations from each teaching observation they conduct. The data from this letter becomes part of the data collection process.

Other forms of attaining data from colleagues may be a result of guidance you provide for colleagues about some aspect of teaching, such as helping a colleague with rubric design. Or maybe a colleague asked you to provide a guest lecture about a topic in their course. In these types of cases, ask your colleague to provide a letter that you can include in your teaching portfolio/dossier.

Students

Since students are the direct recipients of your course design and experience how you approach teaching, they are your most valuable source of data. Unfortunately, typically, the only data collected from students are student ratings of instruction (SRI) or course evaluations at the end of the semester/term. Despite the multiple questions asked on these questionnaires, they do not offer a full picture of students’ experience in the course. Instead, it is recommended that you have several data gathering points throughout a course. For example, in the second or third week of class, gather early feedback^[3] about the basics – clarify any logistical issues about your expectations of students, such as what is required for all assignments and expectations for attending class, and doing pre-class homework. This will give you data to show how you clearly state your expectations of students for a course. If through this data gathering activity you find out there is confusion about some aspect of your course, you can use this data also to show how you listen to student feedback and act on it. All data is useful.

Throughout the course, consider collecting data at the end of each class, whether in person or online. Called Classroom Assessment Techniques (CATs) (Angelo & Cross, 1993), these informal assessments give you a snapshot if students have met your learning outcomes from a lesson. Here are two examples of common CATs:

• Muddiest Point: Simply ask students what the muddiest point was in the lesson.
• One-sentence summary: Students summarize knowledge of a topic by constructing a single sentence that answers the questions “Who does what to whom, when, where, how, and why?” The purpose is to require students to select only the defining features of an idea.

CATs are meant to be anonymous, therefore, you can gather this information through an online feedback form, or if in person, it can be done on index cards and left at the back of the room as students exit. If a significant number of students state a concept as muddy, then you know you need to revisit that concept or provide supplemental support. All CATs collected become data to include in your self-study, to reflect upon, and include in your course portfolio and teaching dossier.

At midterm of the course, you may want to issue a questionnaire to attain feedback about how the course is going. Ensure that the questions you ask focus on student learning. For example, ask students questions such as:

In week three, we watched the film called…How did that film support your learning about climate change? Explain what you learned from that film in relation to concepts we have been discussing.

By asking direct questions as above, you gather detailed data that gives you concrete evidence about how your course design supports students’ learning. However, as stated above, by asking these direct questions, you may find that the film you chose did not meet the learning outcomes you intended. This gives you the chance to address this lack immediately by adjusting your curriculum to support students. By asking these types of questions, you are prompting students to reflect on their learning, which provides further support. This becomes excellent data for your self-study. Sharing a summary of the midterm feedback with students demonstrates transparency and allows you to address student feedback.

Use the same type of questions for your own end-of-term feedback form. Even though the institution will issue the SRI, I highly recommend that you issue your own as well so that you can ask those direct questions about how your course design supported students’ learning. Again, this will give you concrete evidence for your self-study.

Once grades have been submitted, seek testimonials from students. Aim for gathering a range of testimonials to give you ample data.

Lastly, student assignments are another excellent source of data. No matter what form of assessments you have included in your course, ask students if you can use their submission in your teaching dossier. Again, include a range of submissions.

Scholarly literature

Investigate the Scholarship of Teaching and Learning (SoTL) literature and journals in your discipline devoted to teaching and learning. Even though the resources are wide and varied, begin with foundational books, such as How Learning Works: Eight Research Based Principles (Lovett et al., 2023).

As mentioned previously, the above suggestions are not exhaustive. As the research subject in your self-study and the person who knows your course the best, the context of your course, and the students taking your course, do not hesitate to be creative in the data you gather (Pithouse-Morgan, 2022).

Analysis

Once you have gathered data from multiple sources, you will begin analysis. For self-study for teaching documentation, I recommend thematic analysis. When employing thematic analysis, you look for different patterns in the data (Braun & Clarke, 2006).

As you compile your data, put it into a table so that you can code and thematize your data. You are aiming for triangulation of data, meaning you want three sources to confirm each theme, as shown in Table 1.

Table 1

Sample table of how to code and thematize data

Evidence	Code	Possible theme
From a student: The film we watched about climate change clearly showed the impact in Southeast Asia. The rising sea levels confirmed the issues we discussed in class about displacement and land erosion.	Relevant course materials related to real-life events	Authentic real-life examples
From a colleague: The class I observed took place the week after students had viewed a film about climate change. I observed discussions by students in small groups, with each small group assigned a different issue to discuss related to the film. Students were highly engaged and tasked with coming up with an exam question.	Engaged discussions; relevant tasks	Relevant student engagement
From self: I notice that when students are given a meaningful task to complete, they are highly engaged.	Meaningful tasks	Relevant student engagement

As you can imagine from the example above, your table will be quite extensive as you gather your data and enter each piece of data. Once you have a substantial amount of data coded, you can begin to look for themes. Develop themes for a sample of the corpus data and then validate those themes against the rest of the data. You are aiming to develop three main themes. If you have more than three, collapse two or more themes into one.

You will then take these three themes and write your teaching philosophy/narrative statement for your teaching portfolio/dossier. Your teaching philosophy will be used for applying for positions, teaching awards, tenure and promotion, or other purposes.

By analyzing your data in this way, you are letting the data provide concrete evidence of who you are as an instructor in the context in which you teach. This is not easy and takes time but the result is that your teaching documentation is authentic and clearly represents you as an instructor.

Conclusion

Taking a self-study approach to documenting your teaching will result in an authentic representation of your teaching with context specific evidence. Once you begin gathering data and developing codes and themes, you will have a living document that you add to each time you teach. Over time, your themes will most likely shift as your teaching grows and transforms. Most importantly, the process of engaging in self-study enhances peer mentorship, promotes continuous teaching enhancement, and inspires honest and critical conversations about teaching, which encourages others to take a self-study approach. In my work, I have repeatedly witnessed a self-study approach result in instructors attaining the academic position they were seeking (and their teaching philosophy statement and dossier being commended by their employer as standing out from other applicants), the teaching award they sought, and the promotion and tenure they deserved.

References

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Appendix

Early Feedback Form

Do I speak audibly and clearly? Yes No

Do I speak too softly? Yes No

Do I speak too fast? Yes No

Do I use filler words (um, ah) too often? Yes No

Can you read my writing? Yes No

Do I write too small? Yes No

Is my writing messy? Yes No

Did you understand all the instructions

and class procedures that I announced? Yes No

If no, please explain:

Did I make the material interesting? Yes No

Did I provide space you to ask questions? Yes No

Did I answer questions effectively? Yes No

Am I teaching at an appropriate pace? Yes No

Was I respectful of your needs? Yes No