Challenges in Engaging in Self-Study Within Teacher Education Contexts

Jason Ritter, Michael Hayler

    Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapterpeer-review


    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.
    Original languageEnglish
    Title of host publication2nd International Handbook of Self-Study of Teaching and Teacher Education
    EditorsJulian Kitchen, Amanda Berry, Hafdís Guðjónsdóttir, Shawn Bullock, Monica Taylor, Alicia Crowe
    Place of PublicationSingapore
    Number of pages27
    ISBN (Electronic)9789811317101
    Publication statusPublished - 23 Nov 2019

    Publication series

    NameSpringer International Handbooks of Education
    ISSN (Print)2197-1951
    ISSN (Electronic)2197-196X


    • Teacher education
    • Professional learning
    • Identity
    • Teacher education practice
    • Self-study


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