This study explores the potential of self-study as a research methodology for enhancing the research competence of school teachers. Our research group, consisting of school teachers and researchers, conducted a collective self-study to examine how teachers develop their research competence. We documented our experiences, struggles, and reflections on engaging with theory. Unlike action research, our self-study highlights the process of constructing research identities and navigating theoretical engagement rather than directly improving teaching practices. Our findings reveal that teachers face challenges in formulating research questions, integrating theoretical frameworks, and bridging the gap between practice and research. In addition, our findings also suggest that self-4study provides a valuable framework for understanding the diverse trajectories of teachers as they develop their research competence. By documenting individual and collective struggles, this study contributes to the broader discourse on sustainable educational research conducted by teachers.
Uegatani et al. (Mon,) studied this question.