Upon successfully completing this self-study, I plan to complete and submit an abstract to a conference for presentation therein. 3.2 Anticipated actions of my action research project It is my hope that I will be able to improve my relationships with all members of my working sphere, while improving my consideration of my role within the cultural context of the schools and workplace while further deepening my understanding of myself as a leader and influencer of people. References Ben-Peretz, M. (2001). The impossible role of teacher educators in a changing world. Journal of Teacher Education, 52(1), 48-56. Blackmore, J. (2010). Preparing leaders to work with emotions in culturally diverse educational communities. Journal of Educational Administration, 48(5), 642-658. Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. Cole, A.L. (1997). Impediments to reflective practice: toward a new agenda for research on teaching. Teachers and Teaching: theory and Practice 3(1), 7-27. Costley, C., Elliott, G. and Gibbs, P. (2010). Doing work based research: Approaches to enquiry for insider-researchers, London: Sage. Craig, C. (2009). Trustworthiness in self-study research. In C.A. Lassonde, S. Galman and C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Rotterdam, The Netherlands: Sense Publishers. Deal, T. & Peterson, K. (2007). Eight Roles of Symbolic Leaders. In The reader on educational leadership, 2nd ed., San Francisco: John Wiley & Sons. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective thinking. Journal of Teacher Education, 54(1), 6-18. Elliott, J. (1991). A practical guide to action research. In J. Elliott, Action Research for Educational Change (pp. 69-89). Buckingham, Open University Press.
Upon successfully completing this self-study, I plan to complete and submit an abstract to a conference for presentation therein. 3.2 Anticipated actions of my action research project It is my hope that I will be able to improve my relationships with all members of my working sphere, while improving my consideration of my role within the cultural context of the schools and workplace while further deepening my understanding of myself as a leader and influencer of people. References Ben-Peretz, M. (2001). The impossible role of teacher educators in a changing world. Journal of Teacher Education, 52(1), 48-56. Blackmore, J. (2010). Preparing leaders to work with emotions in culturally diverse educational communities. Journal of Educational Administration, 48(5), 642-658. Bullough, R., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13-21. Cole, A.L. (1997). Impediments to reflective practice: toward a new agenda for research on teaching. Teachers and Teaching: theory and Practice 3(1), 7-27. Costley, C., Elliott, G. and Gibbs, P. (2010). Doing work based research: Approaches to enquiry for insider-researchers, London: Sage. Craig, C. (2009). Trustworthiness in self-study research. In C.A. Lassonde, S. Galman and C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 21-34). Rotterdam, The Netherlands: Sense Publishers. Deal, T. & Peterson, K. (2007). Eight Roles of Symbolic Leaders. In The reader on educational leadership, 2nd ed., San Francisco: John Wiley & Sons. Dinkelman, T. (2003). Self-study in teacher education: A means and ends tool for promoting reflective thinking. Journal of Teacher Education, 54(1), 6-18. Elliott, J. (1991). A practical guide to action research. In J. Elliott, Action Research for Educational Change (pp. 69-89). Buckingham, Open University Press.
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