Springer International Handbooks of Education Julian Kitchen · Amanda Berry Shawn Michael Bullock · Alicia R. Crowe Monica Taylor · Hafdís Guðjónsdóttir Lynn Thomas Editors International Handbook of Self- Study of Teaching and Teacher Education Practices Second Edition Springer International Handbooks of Education The Springer International Handbooks of Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. Each Handbook follows the same pattern of exam- iningindepthafieldofeducationaltheory,practiceandappliedscholarship,itsscale andscopeforitssubstantivecontributiontoourunderstandingofeducationand,in sodoing,indicatingthedirectionoffuturedevelopments.Thevolumesinthisseries form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors representtheworld’sleadingeducationalists.Theirtaskhasbeentoidentifythekey areasintheirfieldthatareinternationallygeneralizableand,intimesofrapidchange, ofpermanentinteresttothescholarandpractitioner. Moreinformationaboutthisseriesathttp://www.springer.com/series/6189 (cid:129) Julian Kitchen Amanda Berry (cid:129) Shawn Michael Bullock Alicia R. Crowe (cid:129) Monica Taylor Hafdís Guðjónsdóttir Lynn Thomas Editors International Handbook of Self-Study of Teaching and Teacher Education Practices Second Edition With24Figuresand16Tables Editors JulianKitchen AmandaBerry FacultyofEducation FacultyofEducation BrockUniversity MonashUniversity Hamilton,ON,Canada Clayton,VIC,Australia ShawnMichaelBullock AliciaR.Crowe FacultyofEducation CollegeofEducation,HealthandHuman UniversityofCambridge Services Cambridge,UK KentStateUniversity Kent,OH,USA MonicaTaylor HafdísGuðjónsdóttir DepartmentofEducationalFoundations SchoolofEducation MontclairStateUniversity UniversityofIceland Montclair,NJ,USA Reykjavik,Iceland LynnThomas Facultéd’éducation UniversitédeSherbrooke Sherbrooke,QC,Canada ISSN2197-1951 ISSN2197-196X(electronic) ISBN978-981-13-6879-0 ISBN978-981-13-6880-6(eBook) ISBN978-981-13-6881-3(printandelectronicbundle) https://doi.org/10.1007/978-981-13-6880-6 1stedition:©SpringerScience+BusinessMediaB.V.2004 2ndedition:©SpringerNatureSingaporePteLtd.2020 AllrightsarereservedbythePublisher,whetherthewholeorpartofthematerialisconcerned,specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsorthe editorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforanyerrors oromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictionalclaims inpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSingaporePteLtd. The registered company address is: 152 Beach Road, #21-01/04 Gateway East, Singapore 189721, Singapore Foreword The editors of the International Handbook of Self-Study of Teaching and Teacher Education Practices should rightly be proud of their achievement. There is little doubtthatassemblingateamofwellcredentialedauthors,managingthetimelines, schedules,drafts,reviews, refinements, proofs, andfinalpublicationisdemanding. However, when considering the quality of the editorial team (Kitchen, Berry, Bullock, Crowe, Taylor, Guðjónsdóttir, and Thomas) that has worked so well togetheronthistask,itisnotsurprisingthattheyhaveexpertlymanagedtheprocess andnowdeliveredamostimpressiveInternationalHandbook.Ihavebeenprivileged tohavehadtheopportunitytoreadthistomeinadvanceofpublicationandtooffer thefollowingremarksinresponse. Althoughthe process ofcreatinganInternational Handbookisindeed challeng- ing, the strength of this work is immediately clear through the way in which the volume builds on the foundations of the International Handbook of Self-Study of TeachingandTeacherEducation(Loughranetal.2004)publishedadecadeandhalf earlier. The editors have not simply updated the field, they have carefully and thoughtfully recast it in order to capture the changes and developments that have occurred over the intervening years. Together, they have reframed the field to illustrate the opportunities for research and practice that are available to be taken upandexpandedupon. TheHandbookcomprisessixparts:(1)FoundationsofSelf-Study,(2)Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teaching, Teacher Education, and Beyond, and (6) Self-Study across Cultures and Languages. Together the titles of these parts, and the high quality chapters within each, illustrate the conceptual, theoretical, and practical strength brought to the writingcombinedwithadepthofunderstandingthatextendswellbeyondtheinitial foundations of the field. In many ways, it is this growth of understanding and applicationofself-studythatisthemeasureoftheexpertisetheeditorsandauthors have brought to bear on this work. They have framed the field and developed not only a response to that development but also offered new opportunities for the pursuitofknowledgeandinsightsforthefuture–theepitomeofscholarship. Inpartone,AmandaBerryleadsaveryexperiencedteamofauthorsthatcapture theessenceoftheFoundationsofSelf-Study.Itisinteresting–andimportant–tobe reminded of the work that established the field (almost 30 years ago) and this part v vi Foreword highlights that work exceptionally well. The chapters combine to outline the pro- cesses, practices, and purposes that drove the development of self-study of teacher education practices (S-STEP) and the ways in which theoretical and practical knowledge have been developed. A major insight from this part of the Handbook relatestothevalueofknowledge,ofandfor,teachingandlearningaboutteaching. Thispartmakesclearwhyresearchinthefieldmatterstoteachereducationpolicy, practice,andtheory. It could well be argued that Whitehead’s (1993) articulation of being a “living contradiction” catalyzed many to look more deeply into their own teaching of teachingand,combinedwiththeenthusiasm anddesireforteachereducationtobe taken more seriously within the academy, some (for example Cole and Knowles 1995;Guilfoyleetal.1995;Northfield1996;Russell1995)setintraintheideasand practices that fuelled the research imagination of those who followed for a consid- erableperiodoftime.Therefore,thefoundationsofself-studycouldwellbeencap- sulated by the notion of teacher educators genuinely seeking to better align their pedagogical intents and actions in order to lead to more thoughtful and informed teachingandlearningaboutteaching. These chapters illustrate the dynamic nature of self-study, the serious desire of teachereducatorstodeveloptheirscholarship,andthebreakthroughsinthinkingand practice that have shaped the development of the field over time. As the authors makeclear,theraisond’êtreofself-studycontinuestobeseductiveandenticingand createsaninvitationthatistakenupbyconcernedandcommittedteachereducators (asexemplifiedbythecontributorstothisHandbook). Inthesecondpart,ShawnBullockworkswithsomeexceptionallywellregarded self-study scholars to not only lay out pathways for understanding self-study as a methodology, but to also offer insight and critique that guide the thinking and practices of the research enterprise. This part offers an important reminder that researchinteachereducationmatters;particularlysowhenitisconductedbyteacher educatorsasmajorplayersinthefield. In order to gain insights into the teaching and learning of teaching, self-study has–andcontinues–topushthemethodologicalboundaries.Thisisnotanattempt to“buck”academicconventionsbut,rather,anattempttopursueknowledgeinnew, more meaningful, and applicable ways. Trustworthiness of self-study research, reasonsfor pursuing suchwork combinedwith methodological advancement, con- straints, and opportunities are deeply enmeshed in the ethical considerations that must be entertained when doing self-study. This part of the Handbook offers an opportunity to not only grasp the magnitude of self-study as a methodology but to also see into method, again, withan eyefor more seriously seeking toalignaction andintent. There is no prescribed self-study protocol or doctrine, and this part highlights waysinwhichthefieldcanbeconsideredinordertoexploreseriousquestionsabout teachingandteachereducationresearch;itisnotafieldwithaprescribedmethodin searchofaquestion.Ratheritisinquirydriven. Foreword vii ThethirdpartoftheHandbook(Self-StudyandTeachingandTeacherEducation forSocialJustice)iseditedbyMonicaTaylor.Monicahasassembledadiverseteam that has conceptualized and presented work in self-study based on a social justice imperative and drawn from a diversity of related fields and programs of work. Through this part, Monica and her team make clear the importance of equity, of framingandreframingperspectives,andoflookingcarefullyintotheworkofothers inthoughtful,respectful,andprofessionalways. In many ways, this part takes the challenges and promises of the previous two partsandbringsthemtolifeinnewanddifferentwaysbyapplyingideas,hopes,and intentionstoself-studythroughthelensofsocialjustice.Asismadeclearacrossall ofthesechapters,itiscrucialthatteachingforsocialjusticegoesbeyondrhetoricand becomesreality.Astheseauthorsconsistentlyreinforce,itisessentialthatprospec- tive teachers (and teacher educators too) be sensitized to, and challenged by, the demands of teaching for social justice if the hope for schooling as truly educative experienceforallistobeseriouslypursued.Thispartisaprescientreminderofthe placeoftheprincipleofsocialjusticeasafoundationtoteachingandlearningabout teaching. ThefourthpartoftheHandbookiseditedbyAliciaCrowe.Herteamofsubject experts offer in-depth analysis of self-study research across a range of disciplines. Thisparthighlightsthelongstandingandhighlyregardedabilityofmanyself-study researchers in fields such as Social Studies, Language Arts, Mathematics, Science, Physical Education, and Information Technology. Not surprisingly, each of these authorsdemonstratesadesiretoensurethattheteachingoftheirspecialistdiscipline isunderstoodandportrayedasrichlyembeddedinparticularwaysofknowingand doingteaching.Theyhighlightthat knowledge andpracticeareinextricablylinked tothesubjectitself.Itisforthisreasonthattheteachingofthedisciplinesinteacher educationcontinuallydrawssuchfocusedattention. ThispartoftheHandbookfurtherhighlightstheimportanceinteachereducation of being able to see beyond teaching as a generic skill base and into the specialist knowledge,skills,andabilitiesofthesubjectexpert.Throughtheself-studyresearch documented, analyzed, and portrayed across all of these chapters, Alicia and the team have expertly managed to remind us all that teaching is a complex and sophisticated business. In so doing, the nature of teaching and learning about teachinginthedisciplinesisbroughttotheforeinapositiveandproductivemanner. Combined,thesechaptersshowhowcrucialitisthatsubjectexpertiseisrecognized, understood,andvalued,notforthesubjectalone,butforthepedagogicalknowledge andsophisticationthatunderpinsthatteaching.Insodoing,teachingforunderstand- ing in a subject is more likely to occur and student learning can go beyond the “what”ofthesubjectandintothe“how”and“why.”Thus,definingthedisciplines andhighlightingthepedagogicalskillsgermanetosodoing. ThenextpartoftheHandbook(Self-StudyinTeacherEducationandBeyond)is edited by Julian Kitchen who brings together a group of experienced self-study researchers with deep theoretical and practical roots in the field. In this part Julian viii Foreword specificallytakesupthechallengeofpushingthefieldbeyondsmallscale,individual studies of practice and pursuing bigger picture methodological, theoretical, and practical issues that self-study should rightly embrace. Building on the strong foundations of the past, this part acknowledges the work of those who have come beforebutensuresthatthefielddoesnotrestonitslaurels. In 2004 when the first International Handbook of Self-Study of Teaching and Teacher Education Practices was officially launched, Stanford University philoso- pher Denis Phillips in his address to the self-study community challenged the audiencetolooktothefutureandnottobecomecomfortableandcomplacentwith the achievements to date. Kitchen and his authors not only remind us of that challenge, but whole-heartedly take it up and show the promise for a future in which the philosophical roots of self-study are able to be seen as applicable and usefultofieldsbeyondteachereducationalone. Oneelementofthispart,amongstmany,isthevalueofexaminingmoreclosely theexperienceofstudents ofteaching andbeginning toconceptualize andconduct studiesthatillustratehowdemandingthetaskreallyisoflearningtoteach.Inmany ways, this part offers opportunities to begin to dispel the oft’ held public view of “tellingasteaching”and“learningaslistening”(Loughran2014).Theauthorsevoke animageoftheteachereducatorasascholarwithafocusonprofessionaldevelop- mentandgrowthwithmuchtoofferothers. As Julian noted himself, “I became increasingly aware of the limited impact of improvedcoursesintheabsenceofprogramvisionandcoherence.”Hence,thispart oftheHandbookcanalsobeseenasensuringthatthenotionofself-satisfactionwith workatanindividuallevelisnotsufficientforproductivechangeanddevelopment acrossafield.ThispartoftheHandbookdoesnotbalkatthedesiretoencouragea move beyond the self and to pushing beyond that which is comfortable (and comforting)becauseitisnecessaryforgenuinedevelopment,growth,andultimately meaningfuleducationalchange. The final part of the Handbook (Self-Study across Cultures and Languages) is editedbyHafdísGuðjónsdóttirandLynnThomas.Togethertheyshineabrightlight on the influence and implications of self-study through their careful selection of authorsandtopicsthatreflectwelltheinternationalreachofthefield.Thesechapters embraceallthatinternationalizationentailsforself-study.ThispartoftheHandbook offersinsightsintotheexperiencesofconductingresearchinself-studyinavariety of locations, cultures, and languages. To whet the appetite, their contexts include: Europe, Iceland, Israel, Quebec (Canada), Chile, South Africa, Japan, and South Korea. Thispart oftheHandbookspecificallyaimsto“turnthefocus toward anexplo- ration of the experience of translating and transforming self-study to fit with local contexts, languages, and cultures.” International representation has always been a strong and abiding feature of S-STEP. As the authors of this part illustrate, despite S-STEP’s initial formation as a Special Interest Group (SIG) of the American Education Research Association (AERA), the work has not been limited to the Foreword ix usualsuspects.Infact,itisperhapsnottoomuchtosuggestthattheverynatureof theS-STEPbi-ennialCastleConference(seeGarbett,Fitzgerald&Thomas’chapter inpart1)inHerstmonceux,throughwhichtheworkofthecommunityisabletobe presented and professionally critiqued in a safe and supportive environment, is the conduitforsuchstronginternationalparticipationandinvolvement. As the authors of this final part demonstrate, self-study as a field is not always easytosimplytranslateoradjustinordertoadoptinadifferentlanguageorculture. The problematic nature of self-study itself is a concept that needs to be grasped in ordertoseethevalueandpromiseofresearchingteachingandteachereducationin anyculture.Liketheseauthors,thosethathaveacceptedthechallengeofsodoingin languages and cultures other than the more typical “English speaking cultures” of, forexample,NorthAmerica,UK,Australia,andNewZealand,arepioneersofself- study–butperhapsinwaysthattheymightnothaveimaginedwhentheyembarked ontheirjourney. AsmanyintheS-STEPcommunityhavediscovered,self-studycanbedifficultto explain in English in a research culture deeply embedded in Western traditions. However, to purposefully choose to take on those difficulties and carry them into differentculturesandlanguagesrightlydeservestheacknowledgment,respect,and gratitude that this part represents. It is through the work of authors such as those representedinthispart thattheself-studycommunitycontinues tobenurturedand strengthenedacrossadiversityofcultures,languages,andcontexts. Back when S-STEP was finding its collective voice, Guilfoyle, Hamilton, and Pinnegar(1997)wroteaboutour“obligationstounseenchildren”(p.183).Intheir writing,theycapturedoneoftheessentialelementsastowhyS-STEPmattersandits alluring to teachers and teacher educators. Self-study is a field in which the core commitment to developing knowledge and practice of teaching and teacher educa- tion has been recognized and acknowledged because of what it can mean to educationforthelearnersofthefuture. FromitshumblebeginningsasaSIGatAERA,throughtotheflourishingofthe bi-ennial Castle Conference, the production of the International Handbook of Teaching and Teacher Education Practices in 2004, and the establishment of the journal Studying Teacher Education in 2005, S-STEP’s insights into the field have benefitted many. Across the years many have benefitted from the work of those involvedwhosharedtheirideas,practices,andresearch. Anenduringfeature ofself-study hasalways beenthatwiththepassingofeach generation, those that have followed have enthusiastically taken up the baton and actively supported the further development the S-STEP community. With the pub- lication of this International Handbook of Self-Study of Teaching and Teacher EducationPractices,thattraditioncontinues. EmeritusSirJohnMonashDistinguishedProfessor JohnLoughran MonashUniversity Australia