Abstract:
Enacting self-study as methodology for professional inquiry captures our individual and collective quests to deepen our understanding of the complex practices of teaching about teaching. Self-study methodology has transcended political and cultural boundaries to enhance understanding of “other”, crossed table and coffee conversations to deepen appreciation within institutions, supported teachers transitioning from classrooms to university, sustained mid-career academics to achieve new appreciation for the complexity of their roles, and enthused experienced academics to reflect on their expertise and question anew what it is to be a self-studying professional. In this edited collection, the Self-Study of Teacher Education Practices (S-STEP) community share how they have explored and probed their own understanding of how they might better teach student teachers to teach. The chapters are loosely grouped around the themes of enactment, discovery, inclusivity, and application. Enacting self-study as methodology for professional inquiry is a text written by international scholars to enhance the conversations and understandings associated with this methodology and to support the 11th International Conference on Self-Study of Teacher Education Practices held at Herstmonceux Castle, East Sussex, England in July-August 2016.