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Introducing Self-Study in Quebec: The Challenges of Promoting S-STEP in the French Language

Living reference work entry
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Part of the Springer International Handbooks of Education book series (SIHE)

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.

Keywords

Self-study Quebec Teacher education 

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Authors and Affiliations

  1. 1.Faculté d’éducationUniversité de SherbrookeSherbrookeCanada

Section editors and affiliations

  • Hafdís Guðjónsdóttir
    • 1
  • Lynn Thomas
    • 2
  1. 1.School of EducationUniversity of IcelandReykjavíkIceland
  2. 2.Faculté d’éducationUniversité de SherbrookeSherbrookeCanada

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