The Benefits of Self-research in Education: A Teacher researcher’s Experiences

This paper makes the case for teachers/researchers conducting research projects in which they and/or their own practice are the subjects of study. The author outlines and exemplifies two self-research methodologies through accounts of their own experience: (1) autoethnography, and (2) action research. With reference to these accounts of experience, as well as to the literature, the author highlights a number of ways in which self-research can be beneficial to a teacher/researcher by, variously, helping them to develop an understanding of themselves and their experiences, facilitating their on-going development, and enabling them to contribute their experiences, insights, and perspectives to the wider research field and professional community.