We provide examples to demonstrate how others and we take up S-STEP as pedagogy for teacher educator professional development that allows us to grapple with what we know either explicitly or tacitly from and about our practice. International S-STEP research has the power to inform the professional development of teacher educators across these boundaries, because it attends carefully to the particular of the practice and context from which it emerged.
Hamilton, M.L. and Pinnegar, S. (2014), "Self-Study of Teacher Education Practices as a Pedagogy for Teacher Educator Professional Development", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 137-152. https://doi.org/10.1108/S1479-368720140000022010
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