Challenges in Engaging in Self-Study Within Teacher Education Contexts

Jason Ritter, Michael Hayler

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

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.
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
PublisherSpringer
Pages1-27
Number of pages27
ISBN (Electronic)9789811317101
ISBN (Print)9789811317101
DOIs
Publication statusPublished - 23 Nov 2019

Publication series

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

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Keywords

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

Cite this

Ritter, J., & Hayler, M. (2019). Challenges in Engaging in Self-Study Within Teacher Education Contexts. In J. Kitchen, A. Berry, H. Guðjónsdóttir, S. Bullock, M. Taylor, & A. Crowe (Eds.), 2nd International Handbook of Self-Study of Teaching and Teacher Education (pp. 1-27). (Springer International Handbooks of Education). Singapore: Springer. https://doi.org/10.1007/978-981-13-1710-1_41-1