Abstract
In this introductory chapter to the section on self-study of teacher education practices across languages and cultures we focus on the emergence of S-STEP research in languages other than English, although the work of a few researchers who do write in English is included for reasons that we explain in the text. Given the origins of S-STEP as a Special Interest Group of the American Educational Research Association (AERA) and the prominence of English as a global language of research, self-studies in languages other than English remain rare. However, this does not mean that all S-STEP researchers speak English as a first language, and these descriptions of the journeys of teacher educators coming to understand this methodological approach to examining their practice are of interest to us all, regardless of the context in which we work. This chapter provides examples of how S-STEP research is currently being experienced in Europe, Iceland, Israel, Quebec (Canada), Chile, South Africa, Japan, and South Korea, as well as two specific contexts in the United States, through the voices of researchers in those countries.
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Thomas, L., Guðjónsdóttir, H. (2020). Self-Study Across Languages and Cultures. In: Kitchen, J., et al. 2nd International Handbook of Self-Study of Teaching and Teacher Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-1710-1_44-2
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DOI: https://doi.org/10.1007/978-981-13-1710-1_44-2
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Self-Study Across Languages and Cultures- Published:
- 05 May 2020
DOI: https://doi.org/10.1007/978-981-13-1710-1_44-2
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Self-Study Across Languages and Cultures- Published:
- 02 January 2020
DOI: https://doi.org/10.1007/978-981-13-1710-1_44-1