Julian Kitchen has been actively involved in teacher education scholarship for 15 years. He has published extensively in teacher education, including several articles in Studying Teacher Education: A Journal if Self-Study of Teacher Education Studies, chapters in several Springer volumes, and chapter in both the Springer International Handbook of Teacher Education and the Handbook of Canadian Teacher Education Research: Initial Teacher Education. He is the lead editor of Narrative Inquiries into Curriculum-making in Teacher Education (Emerald), Canadian Perspectives on the Self-Study of Teacher Education Practices (CATE), and Self-Study and Diversity II: Inclusive Teacher Education for a Changing World (Sense). Dr. Kitchen is also the author of Relational Teacher Education and Professionalism, Law and the Ontario Educator (now in 2nd edition). He was editor of Brock Education and is incoming co-editor of Studying Teacher Education. In addition, Dr. Kitchen has received numerous grants for studies of Indigenous education. Finally, he is the Chair-Elect of the SSTEP SIG of AERA.
Amanda Berry is a Professor in Education with a high-profile, international reputation in research in teacher learning and development. Her work within the field of Self-study of Teacher Education Practices has been an important line of focus that has evolved through her doctoral dissertation, later published as a Springer book, Tensions in Teaching about Teaching, as well as numerous chapters and journal articles published in international journals (Australian Journal of Education, Teachers and Teaching: Theory and Practice, and Studying Teacher Education) and Handbooks (International Handbook of Self-Study of Teaching and teacher Education practices, Second International Handbook of Science Education and The Sage/BERA Handbook on Education Research). Amanda is a former chair of the Self-Study Special Interest group of the American Education Research Association and has been editing the journal, Studying Teacher Education (self-study journal) for the past 10 years.
Hafdís Guðjónsdóttir is a Professor in Education with a focus on general and special education pedagogy as well as on research methodology. She has an international reputation and has taught in countries like USA, Australia and Lativa and participated in Nordic and EU research projects with colleguages from countries around Europe. Her work within the field of Self-study of Teacher Education Practices has been an important focus in her professional life and she has published in the journal Studying Teacher Education, had a chapter in the International Handbook of Self-Study of Teaching and teacher Education practices, Team-teaching about Mathematics for all Collaborative self-study, and Polyvocal Professional Learning through Self-Study Research to name few. Hafdís is the chair of the Self-Study Special Interest group of the American Education Research Association for the years 2015-17, and before that she was the program chair for S-Step at AERA for three years, 2007-2010.
Dr. Shawn Michael Bullock is a Reader in the History of Science, Technology and Education at the University of Cambridge, U.K. and a Bye-Fellow at Emmanuel College, also at the University of Cambridge. He first became interested in self-study methodology in his doctoral work with Professor Tom Russell at Queen’s University, Canada, and has developed his understanding of self-study methodology through active participation in the community and via academic appointments at the University of Ontario Institute of Technology and Simon Fraser University, Canada, before taking up his current positions at Cambridge. Shawn is particularly interested in the ways in which self-study methodology sheds light on the relationship between disciplinary knowledge and knowledge of teaching, the ways in which knowledge is conducted via experiences of learning and teaching, and the role of personal history in developing a pedagogy of teacher education. Outside of self-study, he uses the lenses offered by the history and philosophy of science and technology to examine issues in education. Shawn’s diverse academic interests are partly reflected by his elected Fellowships to the Royal Astronomical Society, the Royal Geographical Society and the Royal Society for the encouragement of Arts, Manufactures and Commerce.
Alicia R. Crowe is an Associate Professor of Social Studies Education and Teacher Education in the School of Teaching, Learning, and Curriculum Studies at Kent State University. She is currently the Interim Associate Dean of Undergraduate Student Services and Director of Teacher Education. Her areas of interest and research include teacher education, social studies education, teacher learning, self-study methodology, and technology in social studies education. Her edited book, Advancing Social Studies Education through Self-Study Methodology, was designed to introduce more social studies educators to self-study methodology and challenge them to use the methodology to better understand and enhance social studies teacher education. Her current co-edited book entitled, Rethinking Social Studies Teacher Education in the Twenty-First Century, is designed to challenge social studies teacher educators to re-think their teacher education purposes, practices, and programs, She has published in journals like Studying Teacher Education, Teacher Education Quarterly, The Social Studies, International Journal of Social Studies Education, Journal of Computing in Teacher Education, and Contemporary Issues in Technology and Teacher Education and presented multiple papers.
Monica Taylor is an associate professor and the deputy chair of the Department of Secondary and Special Education at Montclair State University in Montclair, New Jersey. She is currently teaching MAT students in their professional year on site in urban partner schools and is developing a fast track residency program. She is also a doctoral faculty in the Teacher Education and Teacher Development Ph.D. program. Her research interests include urban teacher education, self-study of teacher education practices, co/autoethnography, teacher leadership, and teaching for social justice. She Is the Co-Pi of the Wipro Fellowship grant to nurture science teacher leaders through videoed lesson study, collaborative professional learning communities, and action research in five diverse communities over four years. Dr. Taylor co-wrote A Year in the Life of a Third Space Urban Teacher Residency: Re-inventing Teacher Education with Dr. Klein. Additionally she co-edited Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Her book, Whole Language Teaching, Whole Hearted Practice, focuses on the social justice nature of whole language and inquiry. She has also published in such journals as Teaching and Teacher Education, Studying Teacher Education, and The New Educator.