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Challenges in Engaging in Self-Study Within Teacher Education Contexts

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International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

This chapter considers the challenges of impact in self-study in teacher education by framing the issue in two discrete ways. First, because engagement in research is a prerequisite for impact, the challenges teacher educators might perceive in embracing and utilizing self-study of teacher education practices (S-STEP) methodology in their work is considered. Second, because impact suggests that doing one thing will have a tangible effect on another, the extent to which engaging in self-study can influence the quality of teacher educators’ experiences and/or teacher education practices and policy is also considered. The chapter concludes with a discussion and review that invites the reader to contemplate ways forward for self-study research in teacher education.

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Authors and Affiliations

  1. Duquesne University, Pittsburgh, PA, USA

    Jason K. Ritter

  2. School of Education, University of Brighton, Brighton, UK

    Mike Hayler

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  1. Jason K. Ritter
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Correspondence to Jason K. Ritter .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe

  5. Department of Educational Foundations, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, QC, Canada

    Lynn Thomas

Section Editor information

  1. Faculty of Education, Brock University, St. Catharines, ON, Canada

    Julian Kitchen

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Ritter, J.K., Hayler, M. (2020). Challenges in Engaging in Self-Study Within Teacher Education Contexts. 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_41

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