Challenges in Engaging in Self-Study Within Teacher Education Contexts

Jason Ritter; Michael Hayler

doi:10.1007/978-981-13-1710-1_41-1

Challenges in Engaging in Self-Study Within Teacher Education Contexts

Jason Ritter, Michael Hayler

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

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 language	English
Title of host publication	2nd International Handbook of Self-Study of Teaching and Teacher Education
Editors	Julian Kitchen, Amanda Berry, Hafdís Guðjónsdóttir, Shawn Bullock, Monica Taylor, Alicia Crowe
Place of Publication	Singapore
Publisher	Springer
Pages	1-27
Number of pages	27
ISBN (Electronic)	9789811317101
DOIs	https://doi.org/10.1007/978-981-13-1710-1_41-1
Publication status	Published - 23 Nov 2019

Publication series

Name	Springer International Handbooks of Education
Publisher	Springer
ISSN (Print)	2197-1951
ISSN (Electronic)	2197-196X

Keywords

Teacher education
Professional learning
Identity
Teacher education practice
Self-study

Access to Document

10.1007/978-981-13-1710-1_41-1

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). Springer. https://doi.org/10.1007/978-981-13-1710-1_41-1

Ritter, Jason ; Hayler, Michael. / Challenges in Engaging in Self-Study Within Teacher Education Contexts. 2nd International Handbook of Self-Study of Teaching and Teacher Education. editor / Julian Kitchen ; Amanda Berry ; Hafdís Guðjónsdóttir ; Shawn Bullock ; Monica Taylor ; Alicia Crowe. Singapore : Springer, 2019. pp. 1-27 (Springer International Handbooks of Education).

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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. Springer International Handbooks of Education, Springer, Singapore, pp. 1-27. https://doi.org/10.1007/978-981-13-1710-1_41-1

Challenges in Engaging in Self-Study Within Teacher Education Contexts. / Ritter, Jason; Hayler, Michael.
2nd International Handbook of Self-Study of Teaching and Teacher Education. ed. / Julian Kitchen; Amanda Berry; Hafdís Guðjónsdóttir; Shawn Bullock; Monica Taylor; Alicia Crowe. Singapore: Springer, 2019. p. 1-27 (Springer International Handbooks of Education).

Research output: Chapter in Book/Conference proceeding with ISSN or ISBN › Chapter › peer-review

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

Challenges in Engaging in Self-Study Within Teacher Education Contexts

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