ABSTRACT
At the heart of the work found within this text lies the impassioned desires not only to be the best teachers possible and empower others toward that goal, but to reconceptualize the ways in which academics generally and teacher educators specifically view teaching practice. From our vantage many educators in higher education still pursue THE right way to teach or THE one best way to deliver information. As sentinels of change, the authors within this text and others committed to the work of self-study stand as provocateurs of traditional teaching strategies. Instead, we offer possibilities and examples of classrooms where students and teachers consciously examine their actions so as to align them with their beliefs. Furthermore, we suggest that the work of self-study represents legitimate, albeit non-traditional, scholarship.
