ABSTRACT
This chapter focuses on a self-study that explored how analysis of research findings that investigated critical reflection writing in a graduate level capstone course serendipitously impacted my own identity as a teacher educator. The students’ capstone research experience acts as a reflective tool which helps them shine a light into the unknown or under-examined areas of their professional identities and teaching practices with implications for their future teaching. Critical reflection is a standard, recurring concept and practice in teacher education which enables student teachers to make connections between theory and practice from a personal perspective. The primary source of data for the self-study came from regular journal entries and margin notes made during the reading and analysis stages of the capstone project. The main finding from this self-study was the way the capstone project impacted my teacher educator knowledge base.
