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Entry Points for Self-Study

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International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

This chapter focuses on contextual issues relevant to the introduction and implementation of self-study with four groups of individuals: teacher candidates, education doctoral students, practicing teacher educators, and higher education practitioners from other fields. This practical chapter identifies possibilities for initial self-studies for each of these groups and explores ways of connecting self-study to one’s own familiar research methodologies.

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Authors and Affiliations

  1. Duquesne University, Pittsburgh, PA, USA

    Jason K. Ritter & Sandra Quiñones

Authors
  1. Jason K. Ritter
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  2. Sandra Quiñones
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Correspondence to Jason K. Ritter .

Editor information

Editors and Affiliations

  1. Faculty of Education, Brock University, Hamilton, ON, Canada

    Julian Kitchen

  2. Faculty of Education, Monash University, Clayton, VIC, Australia

    Amanda Berry

  3. Faculty of Education, University of Cambridge, Cambridge, UK

    Shawn Michael Bullock

  4. College of Education, Health and Human Services, Kent State University, Kent, OH, USA

    Alicia R. Crowe

  5. Department of Educational Foundations, Montclair State University, Montclair, NJ, USA

    Monica Taylor

  6. School of Education, University of Iceland, Reykjavik, Iceland

    Hafdís Guðjónsdóttir

  7. Faculté d’éducation, Université de Sherbrooke, Sherbrooke, QC, Canada

    Lynn Thomas

Section Editor information

  1. No affiliation provided

    Shawn Michael Bullock

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Ritter, J.K., Quiñones, S. (2020). Entry Points for Self-Study. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_11

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