Pub Date : 2023-06-27DOI: 10.1080/17425964.2023.2228321
H. Kim
{"title":"Culturally Responsive Pedagogy Amid the Internationalization of Teacher Education: Self-Study of Teaching International Teacher Candidates in U.S. Teacher Education Program","authors":"H. Kim","doi":"10.1080/17425964.2023.2228321","DOIUrl":"https://doi.org/10.1080/17425964.2023.2228321","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"135 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86367383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/17425964.2023.2213717
J. Snow, Jennifer Jacobs, Frank G Pignatosi, P. Norman, F. Rust, Diane Yendol‐Hoppey, Fernando Naiditch, Carrie Nepstad, D. Roosevelt, Desiree Hood Pointer-Mace, Clare Kosnick, Connor Warner
{"title":"Making the Invisible Visible: Identifying Shared Functions that Enable the Complex Work of University-based Teacher Educators","authors":"J. Snow, Jennifer Jacobs, Frank G Pignatosi, P. Norman, F. Rust, Diane Yendol‐Hoppey, Fernando Naiditch, Carrie Nepstad, D. Roosevelt, Desiree Hood Pointer-Mace, Clare Kosnick, Connor Warner","doi":"10.1080/17425964.2023.2213717","DOIUrl":"https://doi.org/10.1080/17425964.2023.2213717","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"62 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83177300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Creating a Free Space for Professional Development through Collaborative Self-Study","authors":"Nina Aakernes, Torill Hammeren Møllerhagen, Hanne Berg Olstad, Rosaline Schaug","doi":"10.1080/17425964.2023.2212683","DOIUrl":"https://doi.org/10.1080/17425964.2023.2212683","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"92 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80362843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1080/17425964.2023.2210281
E. Saito, Michelle Ludecke
{"title":"Translations: A Self-Study of Teacher Education Practices of a Non-Native Speaking University Faculty Teaching in Cross-Cultural Contexts","authors":"E. Saito, Michelle Ludecke","doi":"10.1080/17425964.2023.2210281","DOIUrl":"https://doi.org/10.1080/17425964.2023.2210281","url":null,"abstract":"","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79977658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/17425964.2023.2218991
A. Berry, J. Kitchen
A central tenet of self-study is the inclusion of multiple viewpoints or perspectives in order to uncover and examine beliefs, assumptions or taken-for-granted ways of being and knowing. In this way, self-study becomes both personally meaningful and professionally significant leading to reframed understandings of self and practice, and potential new courses of action. Expanding our ways of knowing as self-study researchers also enables us to challenge dominant discourses about education, including addressing issues of equity, social justice and social responsibility (Taylor & Diamond, 2020). The six articles that comprise this issue all examine issues associated with expanding ways of knowing through self-study. This is evident both in the approaches used – three of the articles drawn on arts-based approaches to explore and develop their self-study questions, and the perspectives used – with three articles focusing on examining self through cultural lenses. All the articles focus on developing deeper understandings of social justice issues through examining individual and collective ethical responsibilities. The first article, ‘Our Search for Shutaisei: Self-study of Three University-Based Teacher Educators’ reports the work of an emerging self-study group in Japan comprised of three teacher educators, Masahiro Saito, Yu Osaka and Takumi Watanabe, working at three different Japanese universities (Asahikawa, Shunan and Hiroshima). Their self-study focuses on the uniquely Japanese concept of shutaisei, or shutaiteki na manabi, a complex notion that encompasses aspects such as selfownership, agency, and subjectivity. Conducted as an arts-based coautoethnography, their study explores their individual and collective understandings of shutaisei’s meaning in theory and practice, through the medium of drawings. Their drawings reveal differing perspectives and ways in which the authors tried to both live and prepare preservice teachers to reflect on their theoretical and practical pursuit of shutaisei. Their study outcomes reveal interesting insights in terms of the use of drawings in self-study work and teacher educators’ efforts to understand and cultivate particular attitudes in themselves and their pre-service teachers. In the next article, “Making Justice Fundamental: Teacher Educators’ Journey to Reimagine Accountability”, Rebekah M. Degener and Karen R. Colum (Minnesota State University) describe their journey as teacher educators who sought to “shift justice from ornamental to fundamental” in their methods courses. They drew on self-study methodology to document and then re-imagine grading practices in their methods courses from “perpetuating whiteness to centering justice”. Drawing on principles of liberatory education, they introduced a new grading approach to hold pre-service teachers accountable for their growth toward anti-oppressive dispositions by taking ownership of their learning through the documentation of their learning and self-assess
{"title":"Self-Study as Expanding Our Ways of Knowing","authors":"A. Berry, J. Kitchen","doi":"10.1080/17425964.2023.2218991","DOIUrl":"https://doi.org/10.1080/17425964.2023.2218991","url":null,"abstract":"A central tenet of self-study is the inclusion of multiple viewpoints or perspectives in order to uncover and examine beliefs, assumptions or taken-for-granted ways of being and knowing. In this way, self-study becomes both personally meaningful and professionally significant leading to reframed understandings of self and practice, and potential new courses of action. Expanding our ways of knowing as self-study researchers also enables us to challenge dominant discourses about education, including addressing issues of equity, social justice and social responsibility (Taylor & Diamond, 2020). The six articles that comprise this issue all examine issues associated with expanding ways of knowing through self-study. This is evident both in the approaches used – three of the articles drawn on arts-based approaches to explore and develop their self-study questions, and the perspectives used – with three articles focusing on examining self through cultural lenses. All the articles focus on developing deeper understandings of social justice issues through examining individual and collective ethical responsibilities. The first article, ‘Our Search for Shutaisei: Self-study of Three University-Based Teacher Educators’ reports the work of an emerging self-study group in Japan comprised of three teacher educators, Masahiro Saito, Yu Osaka and Takumi Watanabe, working at three different Japanese universities (Asahikawa, Shunan and Hiroshima). Their self-study focuses on the uniquely Japanese concept of shutaisei, or shutaiteki na manabi, a complex notion that encompasses aspects such as selfownership, agency, and subjectivity. Conducted as an arts-based coautoethnography, their study explores their individual and collective understandings of shutaisei’s meaning in theory and practice, through the medium of drawings. Their drawings reveal differing perspectives and ways in which the authors tried to both live and prepare preservice teachers to reflect on their theoretical and practical pursuit of shutaisei. Their study outcomes reveal interesting insights in terms of the use of drawings in self-study work and teacher educators’ efforts to understand and cultivate particular attitudes in themselves and their pre-service teachers. In the next article, “Making Justice Fundamental: Teacher Educators’ Journey to Reimagine Accountability”, Rebekah M. Degener and Karen R. Colum (Minnesota State University) describe their journey as teacher educators who sought to “shift justice from ornamental to fundamental” in their methods courses. They drew on self-study methodology to document and then re-imagine grading practices in their methods courses from “perpetuating whiteness to centering justice”. Drawing on principles of liberatory education, they introduced a new grading approach to hold pre-service teachers accountable for their growth toward anti-oppressive dispositions by taking ownership of their learning through the documentation of their learning and self-assess","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"369 1","pages":"125 - 127"},"PeriodicalIF":1.6,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84922471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1080/17425964.2023.2202012
K. Idris
ABSTRACT This article is a self-study of intentional practices embedded in reflective teaching in a teacher education program in Eritrea. The educator-researcher (author) was concerned with engaging learner-teachers in interactive teaching practices in general and reflective learning practices in particular. By employing self-study methods and tools, the study examines proactive practices and processes in a postgraduate teacher education course. The author implemented facilitation approaches of collaborative reflections, supporting reflective inquiry on learning practices, explicit modelling, and consistent feedback. Framed within the conceptual notion of the tension of practices, the study explores the author’s facilitation experiences during a 16-week or semester-long course. The findings revealed tensions in attending to and improving learner-teachers’ educational needs, synchronizing verbal and written reflective competencies, and language issues in learning to be more thoughtful. The self-study provides practical perspectives on how teacher educators may learn to approach their work while supporting reflective practices in challenging teacher education contexts and beyond.
{"title":"Tensions of Embedding Reflective Teaching Practices in Teacher Education in Eritrea: A Self-Study on Facilitation Experiences","authors":"K. Idris","doi":"10.1080/17425964.2023.2202012","DOIUrl":"https://doi.org/10.1080/17425964.2023.2202012","url":null,"abstract":"ABSTRACT This article is a self-study of intentional practices embedded in reflective teaching in a teacher education program in Eritrea. The educator-researcher (author) was concerned with engaging learner-teachers in interactive teaching practices in general and reflective learning practices in particular. By employing self-study methods and tools, the study examines proactive practices and processes in a postgraduate teacher education course. The author implemented facilitation approaches of collaborative reflections, supporting reflective inquiry on learning practices, explicit modelling, and consistent feedback. Framed within the conceptual notion of the tension of practices, the study explores the author’s facilitation experiences during a 16-week or semester-long course. The findings revealed tensions in attending to and improving learner-teachers’ educational needs, synchronizing verbal and written reflective competencies, and language issues in learning to be more thoughtful. The self-study provides practical perspectives on how teacher educators may learn to approach their work while supporting reflective practices in challenging teacher education contexts and beyond.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"16 1","pages":"251 - 270"},"PeriodicalIF":1.6,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89411495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1080/17425964.2022.2164268
Stefanie D. Livers, Craig J. Willey
ABSTRACT Just as elementary mathematics teaching is complex and lacks a single appropriate method, the same is true for mathematics teacher education. There is no consensus around the best approach to preparing prospective mathematics teachers to have a strong command of mathematical concepts, a robust understanding of pedagogical approaches, and a disposition towards children and mathematics that accounts for the historical, sociocultural, and political contexts. We designed a longitudinal, collaborative self-study to explore the experiences and perspectives of each author, their pedagogical design of mathematics teacher education, and the connections of these to prospective teachers’ readiness to teach mathematics equitably. As part of a structured reflective process, we engaged in collaborative interrogation of written accounts of our backgrounds, experiences, and instructional choices. We also analyzed, using documentation tables and code mapping, journal entries following teaching sessions and inventories of class assignments to scrutinize if learning outcomes were realized in earnest. Our findings highlight how our personal and professional experiences shape our perspectives on schooling and mathematics teaching and learning, and how we make sense of equity in these contexts. These perspectives are evident in our course design and instruction, although this interrogation has raised questions about the efficacy of our work vis-a-vis our larger goals of preparing critically conscious mathematics teachers. This self-study underscores the imperative for mathematics teacher educators to examine both the contents of their course work and field experiences, as well as understand the reasons why those instructional choices were made.
{"title":"Preparing Preservice Teachers to Teach Equitably: A Longitudinal, Collaborative Interrogation of Two Mathematics Teacher Educators’ Positionalities","authors":"Stefanie D. Livers, Craig J. Willey","doi":"10.1080/17425964.2022.2164268","DOIUrl":"https://doi.org/10.1080/17425964.2022.2164268","url":null,"abstract":"ABSTRACT Just as elementary mathematics teaching is complex and lacks a single appropriate method, the same is true for mathematics teacher education. There is no consensus around the best approach to preparing prospective mathematics teachers to have a strong command of mathematical concepts, a robust understanding of pedagogical approaches, and a disposition towards children and mathematics that accounts for the historical, sociocultural, and political contexts. We designed a longitudinal, collaborative self-study to explore the experiences and perspectives of each author, their pedagogical design of mathematics teacher education, and the connections of these to prospective teachers’ readiness to teach mathematics equitably. As part of a structured reflective process, we engaged in collaborative interrogation of written accounts of our backgrounds, experiences, and instructional choices. We also analyzed, using documentation tables and code mapping, journal entries following teaching sessions and inventories of class assignments to scrutinize if learning outcomes were realized in earnest. Our findings highlight how our personal and professional experiences shape our perspectives on schooling and mathematics teaching and learning, and how we make sense of equity in these contexts. These perspectives are evident in our course design and instruction, although this interrogation has raised questions about the efficacy of our work vis-a-vis our larger goals of preparing critically conscious mathematics teachers. This self-study underscores the imperative for mathematics teacher educators to examine both the contents of their course work and field experiences, as well as understand the reasons why those instructional choices were made.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"19 1","pages":"289 - 313"},"PeriodicalIF":1.6,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80042440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-05DOI: 10.1080/17425964.2022.2157396
R. Degener, Karen Colum
ABSTRACT This article describes the journey of two teacher educators to reconstruct our knowledge about grading and shift justice from ornamental to fundamental in our teacher preparation methods courses. This work attempts to answer the call from scholars, who have been advocating for educators to be more prepared to meet the needs of a diverse student population. Despite these long-standing calls from scholars, teacher education programs, including the use of traditional grading methods, continue to uphold whiteness. We utilize a self-study methodology to document how we reimagined our grading practices in teacher preparation methods courses from perpetuating whiteness to centering justice. Drawing on principles of liberatory education, we designed a new accountability measure to invoke action and hold pre-service teachers accountable for growth toward anti-oppressive dispositions by taking ownership of their learning through the documentation of their learning and self-assessment of their continued progress. We discuss shifts in our own pedagogy, practices, and beliefs as a result. We also analyze the tensions of engaging in our efforts to adopt an alternative, justice-oriented grading method as white teacher educators and in teacher preparation classrooms that are predominately white, middle-class female pre-service teachers.
{"title":"Making Justice Fundamental: Teacher Educators’ Journey to Reimagine Accountability","authors":"R. Degener, Karen Colum","doi":"10.1080/17425964.2022.2157396","DOIUrl":"https://doi.org/10.1080/17425964.2022.2157396","url":null,"abstract":"ABSTRACT This article describes the journey of two teacher educators to reconstruct our knowledge about grading and shift justice from ornamental to fundamental in our teacher preparation methods courses. This work attempts to answer the call from scholars, who have been advocating for educators to be more prepared to meet the needs of a diverse student population. Despite these long-standing calls from scholars, teacher education programs, including the use of traditional grading methods, continue to uphold whiteness. We utilize a self-study methodology to document how we reimagined our grading practices in teacher preparation methods courses from perpetuating whiteness to centering justice. Drawing on principles of liberatory education, we designed a new accountability measure to invoke action and hold pre-service teachers accountable for growth toward anti-oppressive dispositions by taking ownership of their learning through the documentation of their learning and self-assessment of their continued progress. We discuss shifts in our own pedagogy, practices, and beliefs as a result. We also analyze the tensions of engaging in our efforts to adopt an alternative, justice-oriented grading method as white teacher educators and in teacher preparation classrooms that are predominately white, middle-class female pre-service teachers.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"54 1","pages":"147 - 168"},"PeriodicalIF":1.6,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91363805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1080/17425964.2022.2164761
R. Brandenburg, A. Fletcher, Anitra Gorriss-Hunter, Cameron Van der Smee, Wendy Holcombe, Katrina Griffiths, Karen Schneider
ABSTRACT Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a mandated assessment tool implemented in Australian universities and education institutions that is used as one key determinant to assess graduate readiness for the profession. While there is a developing field of research related to the implementation and effectiveness of TPAs, less is known about the teacher educator expertise required to mark and moderate these assessments. The purpose of this self-study, conducted at Federation University, a regional university in Australia, aimed to identify and examine teacher educator marker and moderator experience and expertise through the establishment of a professional learning community (PLC). Using audio-recorded transcripts of team meetings and teacher educator vignettes, the data were analysed using NVivo and were individually and collectively categorised and coded. Reflecting in and on our practice, we focused on critical moments, interactions, and experiences to interrogate the data. The key themes included: 1) collaboration through marking and moderation; 2) reflection through critical engagement; 3) growth as a teacher educator and 4) enactment in teacher educator practice. This self-study of practice, using a PLC, enabled us to make our often-tacit knowledge, understanding and expertise explicit, and provided frameworks and structures for enacting this new knowledge in practice.
{"title":"‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment","authors":"R. Brandenburg, A. Fletcher, Anitra Gorriss-Hunter, Cameron Van der Smee, Wendy Holcombe, Katrina Griffiths, Karen Schneider","doi":"10.1080/17425964.2022.2164761","DOIUrl":"https://doi.org/10.1080/17425964.2022.2164761","url":null,"abstract":"ABSTRACT Global attention continues to focus on the quality of teaching, teacher quality, teacher education programs and the preparation of graduates who are ready to teach. This self-study research focuses on one aspect of the preparation and assessment of graduates for teaching: the marking and moderation of a Teaching Assessment Performance (TPA), a mandated assessment tool implemented in Australian universities and education institutions that is used as one key determinant to assess graduate readiness for the profession. While there is a developing field of research related to the implementation and effectiveness of TPAs, less is known about the teacher educator expertise required to mark and moderate these assessments. The purpose of this self-study, conducted at Federation University, a regional university in Australia, aimed to identify and examine teacher educator marker and moderator experience and expertise through the establishment of a professional learning community (PLC). Using audio-recorded transcripts of team meetings and teacher educator vignettes, the data were analysed using NVivo and were individually and collectively categorised and coded. Reflecting in and on our practice, we focused on critical moments, interactions, and experiences to interrogate the data. The key themes included: 1) collaboration through marking and moderation; 2) reflection through critical engagement; 3) growth as a teacher educator and 4) enactment in teacher educator practice. This self-study of practice, using a PLC, enabled us to make our often-tacit knowledge, understanding and expertise explicit, and provided frameworks and structures for enacting this new knowledge in practice.","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"8 1","pages":"330 - 350"},"PeriodicalIF":1.6,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80230534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/17425964.2023.2164946
J. Kitchen, A. Berry
Volume 5 of the International Encyclopedia of Education, Fourth Edition, edited by Tierney, Tierney et al. (2023), includes two chapters on the self-study of teacher education practices (S-STEP). This volume, Teachers’ Lives, Work and Professional Education, also contains five other chapters by authors who have made significant contributions to the self-study community. This form of recognition reflects the impact of self-study in teacher education and beyond and its continuing growth as an inquiry approach. The first self-study chapter, ‘Improving Teacher Education through the Self-Study of Practice’ by Julian Kitchen (2023), considers the development of self-study from its inception to the present:
{"title":"Improving Teacher Education through the Self-Study of Practice","authors":"J. Kitchen, A. Berry","doi":"10.1080/17425964.2023.2164946","DOIUrl":"https://doi.org/10.1080/17425964.2023.2164946","url":null,"abstract":"Volume 5 of the International Encyclopedia of Education, Fourth Edition, edited by Tierney, Tierney et al. (2023), includes two chapters on the self-study of teacher education practices (S-STEP). This volume, Teachers’ Lives, Work and Professional Education, also contains five other chapters by authors who have made significant contributions to the self-study community. This form of recognition reflects the impact of self-study in teacher education and beyond and its continuing growth as an inquiry approach. The first self-study chapter, ‘Improving Teacher Education through the Self-Study of Practice’ by Julian Kitchen (2023), considers the development of self-study from its inception to the present:","PeriodicalId":45793,"journal":{"name":"Studying Teacher Education","volume":"14 1","pages":"1 - 4"},"PeriodicalIF":1.6,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91059150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：