Samaras, Anastasia P.Karczmarczyk, DianaSmith, LesleyWoodville, LouisaHarmon, LaurieNasser, IlhamParsons, SethSmith, ToniBorne, KirkConstantine, LynneMendoza, Ezperanza RomanSuh, JenniferSwanson, Ryan2016-07-212016-07-212014Samaras, A. P., Karczmarczyk, D., Smith, L., Woodville, L., Harmon, L., Nasser, I., ... & Mendoza, E. R. (2014). A pedagogy changer: transdisciplinary faculty self-study. Perspectives in Education: Self-study of educational practice: re-imagining our pedagogies, 32(2), 117-135.0258-2236 (print)2519-593X (online)http://hdl.handle.net/11660/3555In this article, I examine pedagogical understandings as captured through documented critical incidents of a transdisciplinary faculty self-study group which was designed and grounded in notions of sociocultural theory. I report from my lens as facilitatorparticipant- observer and from my work with eleven other participants in a threesemester research project in which we conducted individual self-studies of profesional practice as well as a meta-study of the collective. A diverse data set, which included exit interviews, mid-project and end-of-project exit slips, and individual narratives, served to triangulate and support themes of our exchanging of pedagogical activities, learning with critical friends, and re-imagining our pedagogies. The study suggests that, as universities work to improve student learning, they might consider providing creative studio spaces for self-study of professional practice so that faculty can exchange their talents in order to more deeply understand and experience pedagogical innovations.enSelf-study of professional practiceTransdisciplinaryFaculty study groupsPedagogyCritical incidentsTransformative learningPerspective-takingInnovationArticleFaculty of Education, University of the Free State