Gervasoni, Ann, Brandenburg, Robyn, Turkenburg, Kathie, Hadden, Teresa. Thessaloniki, Greece :; 2009. Caught in the middle : Tensions rise when teachers and students relinquish algorithms.
Brandenburg, Robyn. East Sussex, England : Sixth International Conference on Self-study of Teacher Education Practices; 2006. Understanding the “unsaid”: Deconstructing silence and reconstructing self.
Brandenburg, Robyn. Sydney : Australian Catholic University; 2005. Self-study as a means of understanding and embracing the complexities of (re)learning as a teacher educator.
Brandenburg, Robyn. Chicago, Illinois :; 2007. Responsibility as a teacher educator : Discovering what can be known and acting on the discovery.
Ryan, Janette, Brandenburg, Robyn. Brisbane : AARE; 2002. Refuelling the practicum : From 'neophytes' and 'experts' to collaborative, reflective relationships.
Brandenburg, Robyn, Berry, Amanda, Senese, Joseph. Herstmonceux Castle, East Sussex, UK : University of Northern Iowa; 2008. Axioms, assumptions and tensions : Unveiling knowledge developed through self-study.
Brandenburg, Robyn. Springer; 2009. Assumption interrogation : An insight into a self-study researcher's pedagogical frame.
Brandenburg, Robyn, Whitefield, Ross, Ryan, Janette. Canberra : Australian Catholic University Ltd; 2002. Passions in the field : Initial student responses to a field placement initiative.
Brandenburg, Robyn. New York Springer; 2008. Powerful pedagogy : Self-study of a teacher educator's practice.
Brandenburg, Robyn. London, New York Springer; 2011. How students teach you to learn: using roundtable reflective inquiry to enhance a mathematics teachers educator's teaching and learning.
Sexton, Matthew, Gervasoni, Ann, Brandenburg, Robyn. Australian Association of Mathematics Teachers; 2009. Using a concept cartoon to gain insight into children's calculation strategies.
McDonough, Sharon, Brandenburg, Robyn. ; 2012. Examining Assumptions About Teacher Educator Identities by Self-study of the Role of Mentor of Pre-service Teachers.
Brandenburg, Robyn. East Sussex, England :; 2004. Reflective practice as a means of identifying and challenging assumptions about learning and teaching : A self-study.
Brandenburg, Robyn. ; 2004. Roundtable reflections: (Re) defining the role of the teacher educator and the preservice teacher as 'co-learners'.
Brandenburg, Robyn, Davidson, Christina. Transcribing the unsaid: Finding silence in a self-study. 2011.
Brandenburg, Robyn. Sense; 2013. When their experiences meet ours.
Fagan, Bonnie, Crothers, Liz, Brandenburg, Robyn. Sense; 2013. An Aboriginal pathway to learning: my story.
Brandenburg, Robyn, Gervasoni, Ann. Rattling the Cage : Moving beyond ethical standards to ethical praxis in self-study research. 2012.
Brandenburg, Robyn, Gervasoni, Ann. Herstmonceuz Castle, East Sussex, England Brigham Young University; 2010. Engaging with ethical praxis: A study of ethical issues arising from self-study research.
Brandenburg, Robyn, Wilson, Jacqueline. Sense Publishers; 2013. Pedagogies for the future: Leading quality learning and teaching in higher education.
Brandenburg, Robyn, McDonough, Sharon. East Sussex, United Kingdom Brigham Young University; 2012. Experiences of tunnel vision: Learning about teacher educator identities through studying mentor roles.
Greene, William, Kim, Younghe, Korthagen, Fred, Mills, Geoff, Gervasoni, Ann, Brandenburg, Robyn. East Sussex, United Kingdom Brigham Young University; 2012. Three ethical dilemmas in self-study research: Ambiguities of confidentiality.
Brandenburg, Robyn, Berry, Amanda, Senese, Joseph C. 2008 Seventh Interantional Conference on Self-Study of Teacher Education Practices; 2008. Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study.
Brandenburg, Robyn, Gervasoni, Ann. Springer Singapore; 2016. Images of teaching : Discourses within which pre-service teachers construct their professional identity as a teacher upon entry to teacher education courses.
McDonough, Sharon, Brandenburg, Robyn. Routledge; 2019. Who owns this data? using dialogic reflection to examine an ethically important moment.