Abstract
For a growing number of teacher educators, Self-study of Teacher Education Practices (S-STEP) has become an empowering way of examining and learning about practice while simultaneously developing opportunities for exploring scholarship in, and through, teaching. Offer the past decade, the work in self-study has been increasingly shared, scrutinized and extended so that emerging understandings of some of the issues in self-study might be further encouraged and debated. This chapter is designed to Offer insights into some of the factors that have led to the development of self-study of teaching and teacher education practices and to begin to describe and articulate some of the distinguishing aspects of this work that appear important in defining this field of study.
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Loughran, J.J. (2004). A History and Context of Self-Study of Teaching and Teacher Education Practices. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_1
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