ABSTRACT How does a teacher educator come to engage in self-study research? In this article, the authors seek to answer this question by investigating the personal, professional, and programmatic influences that drew one teacher educator to self-study. The authors used critical friendship to investigate the first author’s introduction to self-study, with data collected through collaborative journaling and regular meetings. Influences for the authors included struggles with outsidership and expectations, teaching from an others perspective, and weathering programmatic shifts. Experiences presenting this study at the 2018 Castle Conference are shared, along with lessons learned from the presentation. Generally speaking, some who attended the presentation saw their initial use of self-study as part of a healing process; others were unsure of their impetus but plan to reconsider their introductions to self-study. Further study of scholars’ introductions to and motivations for engaging in self-study research may improve our understandings of this aspect of self-study scholarship.

中文翻译：

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为什么要自学？运用自学研究探索个人，专业和程序影响

摘要教师教育者如何进行自我研究？在本文中，作者试图通过调查吸引一位教师教育者进行自学的个人，专业和程序影响力来回答这个问题。作者利用批判性友谊研究了第一作者的自学入门知识，并通过协作日记和定期会议收集了数据。对作者的影响包括与局外人和期望的斗争，从其他角度讲课以及应对程序变化。分享了在2018年城堡会议上介绍这项研究的经验以及从演讲中汲取的教训。一般而言，参加演示的一些人将最初的自学应用作为康复过程的一部分。其他人不确定自己的动力，但计划重新考虑对自学的介绍。进一步研究学者对自学研究的介绍和动机可能会增进我们对自学学术这一方面的理解。