Abstract
This chapter considers the challenges of impact in self-study in teacher education by framing the issue in two discrete ways. First, because engagement in research is a prerequisite for impact, the challenges teacher educators might perceive in embracing and utilizing self-study of teacher education practices (S-STEP) methodology in their work is considered. Second, because impact suggests that doing one thing will have a tangible effect on another, the extent to which engaging in self-study can influence the quality of teacher educators’ experiences and/or teacher education practices and policy is also considered. The chapter concludes with a discussion and review that invites the reader to contemplate ways forward for self-study research in teacher education.
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Ritter, J.K., Hayler, M. (2019). Challenges in Engaging in Self-Study Within Teacher Education Contexts. In: Kitchen, J., Berry, A., Guðjónsdóttir, H., Bullock, S., Taylor, M., Crowe, A. (eds) 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_41-1
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