Abstract
In self-study, teacher educators typically write about their experiences working with teacher candidates in university classrooms. Most studies are modest in scale and directed at improving their personal professional practice within their institutional context. These inquiries, by also addressing issues of more general concern, contribute to a wider discourse on enhancing teacher education practices and policies. While the findings are not generalizable, articles and chapters offer insights that might be transferable to other practitioners engaged in similar pursuits. This introduction to Section 5, “Self-Study in Teacher Education and Beyond,” while recognizing the importance of such work, challenges S-STEP practitioners to look beyond individual studies of practice to the bigger theoretical, methodological, and practical questions that should engage the field in the 2020s and beyond. After introducing the other nine chapters in this section, the author reviews the history of S-STEP as a vehicle for improving practice and teacher education. Then, as many of the chapters deal with elements of teacher education beyond the university classroom, teacher educators are urged to consider ways in which they might use self-study to inquire into the wider teacher candidate experience in their institutions. The third theme is widening the scope of self-study to fields beyond teacher education. Finally, Schwab’s commonplaces are used to frame a discussion of future directions for self-study as a curriculum-making approach.
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Kitchen, J. (2020). Self-Study in Teacher Education and Beyond. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_34
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