Changing Our Practices: Resisting Habits as an Approach to Self Study


  • Craig Jollymore Rothesay Netherwood School
  • Sherry Rose the University of New Brunswick
  • Ann Sherman University of New Brunswick



Self-study, professional development, teacher learning


Since 2011, we have been working at an independent high school with a small group of teachers interested in studying their own teaching practices in ways that support both their individual and collective learning. The participating educators are engaged and challenged by their personal interests in deepening formative assessment practices while creating pedagogic practices that create classroom relevance for their students and themselves. For this paper, we have chosen to explore the self-study of one teacher’s journey, in which he engages in the process of examining his own practices, biases, beliefs, and his changing relationships with students. We set the stage for the individual study by discussing the complexity of the interactions between the university faculty and the independent school educators.

Keywords: Self-study; professional development; teacher learning

Author Biographies

Craig Jollymore, Rothesay Netherwood School

Director of Faculty and Programs

Sherry Rose, the University of New Brunswick

Assistant professor at the Faculty of Education at UNB

Ann Sherman, University of New Brunswick

I am the Dean of the Faculty of Education at the University of New Brunswick