Abstract
The self-study of teacher education practices is largely unknown among French-speaking teacher educators in Quebec, Canada, because there are almost no publications of self-study research in the French language. This chapter recounts how one researcher introduced the self-study of teacher education practices to colleagues in a French language university in Quebec. The chapter describes the challenges of making this methodology intelligible and compelling to colleagues who carry out research in a language where self-study as a research methodology is unknown. Exploring how colleagues came to understand the potential benefits of self-study of teacher education practices for teacher educators helped to redefine and clarify the importance of self-study for the author.
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References
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Thomas, L. (2020). Introducing Self-Study in Quebec: The Challenges of Promoting S-STEP in the French Language. 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_48-1
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