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2nd International Handbook of Self-Study of Teaching and Teacher Education pp 1–38Cite as

Teacher Educator Knowledge, Practice, and S-STTEP Research

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

Abstract

This chapter is about what can be known by and about teacher educators and teacher education through Self-Study of Teaching and Teacher Education Practices or S-STTEP research. It reviews how teacher educator knowledge is defined in and through the process of S-STTEP. Of particular interest is the shape and form that teacher educator knowledge takes in S-STTEP; how S-STTEP allows us to uncover, articulate, develop, and represent teacher educator knowledge; and how this knowledge is justified. One main distinction guides this review: a view of teacher educator knowledge as a stable quality that individual teacher educators acquire, possess, and perform, in contrast to a view of teacher educator knowledge as that which manifests itself and constantly develops in and through practice. This distinction, as will become apparent, is critical to understanding self-studies of teacher educator knowledge because it represents two different ways of seeing teacher educator knowledge that shape and define who is the “knower” about teacher education and what justifies claims to know something about teacher education (including more conventional conceptions and methods of science and what is often framed as “alternative” research approaches, such as S-STTEP methodology).

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Authors and Affiliations

  1. Faculty of Psychology and Educational Sciences, University of Leuven, Leuven, Belgium

    Eline Vanassche

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

    Amanda Berry

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  1. Eline Vanassche
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  2. Amanda Berry
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Correspondence to Eline Vanassche .

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Editors and Affiliations

  1. Faculty of Education, Brock University Faculty of Education, St. Catharines, ON, Canada

    Julian Kitchen

  2. School of Education, Royal Melbourne Institute of Technology School of Education, Bundoora, VIC, Australia

    Amanda Berry

  3. Faculty of Education, Simon Fraser University Faculty of Education, Burnaby, BC, Canada

    Shawn Michel Bullock

  4. College of Education, Kent State University College of Education, Kent, OH, USA

    Alicia R. Crowe

  5. Dept. of Secondary and Special Education, Montclair State University, Montclair, NJ, USA

    Monica Taylor

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

    Hafdís Guðjónsdóttir

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

    Lynn Thomas

Section Editor information

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

    Amanda Berry

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Vanassche, E., Berry, A. (2019). Teacher Educator Knowledge, Practice, and S-STTEP Research. 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_6-1

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