Schön, D. A. (1995). Knowing-in-action: The new scholarship requires a new epistemology. Change: The Magazine of Higher Learning, 27(6), 27-34.

Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer.

Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.

Craig, C. J., & Curtis, G. A. (2020). Theoretical roots of self-study research. In J. Kitchen, A. Berry, H. Guðjónsdóttir, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, and L. Thomas (Eds.), International handbook on self-study research (pp. 57-96). Springer.

Craig, C. J., Turchi, L. B., & McDonald, D. (Eds.) (2020b). Cross-disciplinary, cross-institutional collaboration in teacher education: Cases of learning while leading. Palgrave Macmillan.

Looking Into the Rear-View Mirror While Moving Forward

National Policy Board For Educational Administration (NPBEA) (2011). Educational Leadership Program Standards: 2011 ELCC District Level. 1–84. doi:10.1002/ace.7401

Microaggressions in K-12 Public Education

Dowling, C. (2012). The hand: Kinesthetic creation and the contemporary classroom. International Journal of Learning, 18(8), 51–66.

Korthagen, F. A. J. (2013). The core reflection approach. Teaching and learning from within: A core reflection approach to quality and inspiration in education. Routledge.

Hamilton et al

Constructing Spaces for Professional Development in an Action Research Course

Miles, M. B., Huberman, A. M., & Saladaña, J. (2019). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE Publications, Inc.

Exploring the Role of Mentorship, Resistance, and Affirmation

Valz, J. (2022). An examination of pandemic challenges faced by professors at two universities and the need for improved technology integration in pre-service teacher preparation programs. [Doctoral dissertation, Texas Wesleyan University] ProQuest Dissertations Publishing.

Schreiber, W. B. (2022). Teaching in a pandemic: Adapting preparations for asynchronous remote learning using three evidence-based practices. Scholarship of Teaching and Learning in Psychology, 8(2), 106.

Roy, R., & Uekusa, S. (2020). Collaborative autoethnography:“Self-reflection” as a timely alternative research approach during the global pandemic. Qualitative Research Journal 20(4), 383-392. DOI 10.1108/QRJ-06-2020-0054

Maher, S., & Zollman, A. (2021). “Into the Unknown” supervising teacher candidates during the 2020 COVID-19 Pandemic. Journal of Teaching and Learning with Technology, 10(1), 158–163.

Choate, K., Goldhaber, D., & Theobald, R. (2021). The effects of COVID-19 on teacher preparation. Phi Delta Kappan, 102(7), 52-57. https://equitypress.org/-YiRF

Boivin, J. A., & Welby, K. (2021). Teaching future educators during a global pandemic. IAFOR Journal of Education, 9(2), 25–36.

Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107–121. https://equitypress.org/-Wvn

OECD

Living Up to Expectations

Page, T. (2020a). Embodied and material pedagogies. In Placemaking: A New Materialist Theory  of Pedagogy. (pp. 103-122). Edinburgh University Press. https://equitypress.org/-beXX

van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy. 2nd Ed. New York, NY: Routledge.

Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: SAGE Publications.

Developing a Sense of Belonging in Spaces for Community Curricular Collaboration

Csiksentmihalyi, M. (2014). Flow and the Foundation of Positive Psychology: The Collected Works of Mihaly Csikszentmihalyi. Springer.

Wain, A. (2017). Learning through reflection, British Journal of Midwifery, 25(10), 662-666. https://doi.org/10.12968/bjom.2017.25.10.662.

Pavlou, V., & Athansiou, G. (2014). An interdisciplinary approach for understanding artworks: The role of music in visual arts education. International Journal of Education & The Arts, 15(11) Retrieved January 26, 2023 from https://www.ijea.org/v15n11/.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods 16, 1-13. https://equitypress.org/-PBPb

Kenny, A., & Morrissey, D. (2016). Exploring teacher-artist partnership as a model of CPD for supporting and enhancing arts education in Ireland. Dublin: DES and DAHRRGA.

Hamilton, M. L., Hutchinson, D. A., & Pinnegar, S. (2020). Quality, trustworthiness, and S-STEP research. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crow, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 299-338). Springer.

Guest, G., Bunce, A., Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods, 18(1), 59–82. https://equitypress.org/-PyBm

Galvin, C., & McMorrough, A. (2018). Researching creative classrooms. iprase, 163.

Colson, T., Sparks, K., Berridge, G., Frimming, R. & Willis, C. (2017). Pre-service teachers and self-efficacy: A study in contrast. Discourse and Communication for Sustainable Education, 8(2), 66-76. https://equitypress.org/-oArC.

Examining the Value of Integrated Arts in Teacher Education From a Collaborative Cross-Border Cross-Institutional S-STEP Perspective

Loughran, J., & Gunstone, R. (1996). Self-Study in Teaching and Research. New York, New York: Paper presented at the Annual Meeting of the American Educational Research Association.

Missed Connections

Williams, J. & Hayler, M. (2016). Professional learning from the process of co-editing journeys of becoming. In D. Garbett and Alan Ovens (Eds.), Enacting self-study as a methodology for professional inquiry (pp. 147-154). Self-study of Teacher Education Practices SIG.

Rynes (2008).

Kitchen, J. & Berry, A. (2020). Editorial: Maximizing the impact of your article in Studying Teacher Education. Studying Teacher Education, 16(1), 1-3.

Kitchen, J. (2011). Tips on writing an educational research article for Brock Education (Editorial). Brock Education, 21(1), 1-3.

Gmelch, W. H. & Buller, J. L. (2015). Building academic leadership capacity: A guide to best practices. Jossey-Bass.

Clift, R. T., Loughran, J., Mills, G. E. & Craig. C. J. (Eds) (2015). Inside the role of dean: International perspectives on leading in higher education. Routledge.Clift, R. T & Muchmore, J. (2014). The fun, the frustration, the collaboration: A collaborative self-study of SERA S-STEP program co-chairs. Proceedings of the tenth annual International Conference on Self-Study of Teacher Education Practices. Self-study of Teacher Education Practices SIG.

Allison, V. & Ramirez, L. (2020). Role of self-study in navigating teacher educator administrators’ responsibilities. In J. Kitchen, A. Berry, S. Bullock, A. Crowe, M. Taylor, H., Guojonsdottir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education practices, 2nd edition (pp. 1199-1223). Springer.

Enacting a Relational Approach As an Editor

Wiliam, D. (2011). Embedded formative assessment. Bloomington, Indiana: Solution Tree Press.

orwin, B. A. (2004). Self-study in teaching about teaching. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.). International handbook of self-study of teaching and teacher education practices (pp. 1295-1332).

Ungrading as Turning Point in “Forever on the Way” to Becoming Critical Educators

Von Bergen, C. W., & Bressler, M. S. (2017). The Counterproductive Effects of Helicopter Universities. Research in Higher Education Journal, 33.

Table 1

Rabin, C., & Smith, G. (2013). Teaching care ethics: Conceptual understandings and stories for learning. Journal of Moral Education, 42(2), 164-176. https://doi.org/10.1080/03057240.2013.785942

Perry, C. M., & Quaglia, R. J. (1997). Perceptions of teacher caring: Questions and implications for teacher education. Teacher Education Quarterly, 24(2), 75-82.

Nguyen, J. (2016). On reasons we want teachers to care. Ethics and Education, 11 (3), 286- 298. https://doi.org/10.1080/17449642.2016.1241939

Morris, V. G., & Morris, C. L. (2002). Caring- The missing C in teacher education: Lessons learned from a segregated African American school. Journal of Teacher Education, 53(2), 120-123.

Dewey, J. (2013). My pedagogic creed. In D. J. Flinders & S. J. Thornton (Eds.), The curriculum studies reader (pp. 33-40). Routledge.

Demetrulias, D. M. (1994). Caring: Its centrality to teachers and teacher education. Teacher Education Quarterly, 21(2), 91-100.

Pedagogy in Progress

Russell, T. (1997). Teaching teachers: How I teach IS the message. In J. Loughran & T. Russell, Teaching about teaching: Purpose, passion, and pedagogy in teacher education. Falmer. Russell, T. (2017). Improving the quality of practicum learning: Self-study of a faculty member’s role in practicum supervision. Studying Teacher Education, 13(2), 193-209. https://equitypress.org/-yThb

Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1(2), 107-121.

Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research. Theory of Teacher Education, 17(16), 667-684.

Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies: Teaching and learning for  justice in a changing world. New York, NY: Teacher’s College Press.

Listening Pedagogies

Coia, L., & Taylor, M. (2006). From the inside out and from the outside in: Co/autoethnography as a means of professional renewal. In C. Kosnik, C. Beck, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal (pp. 19–33). Dordrecht: Kluwer.

van Manen.

Reflecting on Supervision During Emergency Remote Teaching

Smith, K. (2022). Selvstudier - verktøy for profesjonell utvikling for lærerutdannere. In M.Ulvik, H.Riese, & D.Roness (Eds.), Å forske på egen praksis (pp. 287-308). Fagbokforlaget.

DuFour, R. (2004). What is a" professional learning community"?  Educational leadership, 61(8), 6-11.

“It is a bit like cooperating as teachers”

Quezada, R. L., Talbot, C., & Quezada-Parker, K. B. (2020). From bricks and mortar to remote teaching: A teacher education program’s response to COVID-19. Journal of Education for Teaching, 46(4), 472-483. https://equitypress.org/-VhnX

la Velle, L., Newman, S., Montgomery, C., & Hyatt, D. (2020). Initial teacher education in England and the Covid-19 pandemic: Challenges and opportunities. Journal of Education for Teaching, 46(4), 596-608.

Garrison, R., Anderson, T., & Archer, W. (2000). “Critical inquiry in a text-based environment: Computer conferencing higher education.” The Internet and Higher Education, 2(2-3), 87-105. Kidd, W., & Murray, J. (2020). The Covid-19 pandemic and its effects on teacher education in England: How teacher educators moved practicum learning online. European Journal of Teacher Education, 43(4), 542-558.

Flores, M. A. & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), pp. 507-516

Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1, 107–121.

Labaree, D. F. (2004). The trouble with ed schools. Yale University Press.

Trials and Tribulations of Transitioning Into Leadership

NCTM, 1999

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Braun, V. & Clarke, V., (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 3, 328-352.

Stake, R. E. (1995). The art of case study research. Sage Publications.

Matias, C. E. (Ed.) (2019). Surviving Becky (s): Pedagogies for deconstructing whiteness and gender. Lexington Books.

A Self-Study of Whiteness and Teaching About Teaching Race in a Social Studies Methods Course

Saleh, M. (2020). Honouring our Grandmothers: Towards a curriculum of Rahma. Cultural and Pedagogical Inquiry, 12 (1), 8-12.

Cardinal, T. (2011). Stepping-Stone or Saving Story? LEARNing Landscapes, 4(2), 79-91.

Archibald, n.d., counter 4.12-7.57

Anderson, B., Bouvier, R., Brouillette, V., Connell, R., Duceux, N., Hatcher, R., Jones, K., Karlenzig, B., Karp, S., Kuehn, L., Martell, G., Spreen, C. A., & Vally, S. (Eds.) (2006). Education’s iron cage and its dismantling in the new global order, 15-33. Ottawa: Canadian Centre for Policy Alternatives.

A Course That Explores Indigenous Perspectives of Assessment

Moorhouse, B. L., & Tiet. M. C. (2021). Attempting to implement a pedagogy of care during the disruptions to teacher education caused by COVID-19: A collaborative self-study. Studying Teacher Education, 17(2), 208-227, DOI: 10.1080/17425964.2021.1925644

Samaras, A. P. (2010). Explorations in using arts‐based self‐study methods. International Journal of Qualitative Studies in Education, 23(6), 719-736.

Samaras, A. P., Hicks, M. A., & Garvey Berger, J. (2004). Self-study through personal history. In J. J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 1, pp. 905-942). Springer.

Ricoeur, P. (1973). The hermeneutical function of distanciation. Philosophy Today, 17(2), 129-141.

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Clingan, J. (2010). A pedagogy of love. Journal of Sustainability Education, 9.

Transforming School Structures Through Pedagogies of Love

Richardson, L. (2000). Writing: A method of inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.),  Handbook of qualitative research (2nd ed., pp. 923-948). Sage.

Petri, A. (2018). Emotionssensibler Politikunterricht. Wochenschau Verlag.

Finlayson, E., Whiting, E. F., Cutri, R. M. (2021). ‘Will it build me or break me?’: Student investment and agency in the emotional process of learning. Studying Teacher Education, 17(1), 82-99. 10.1080/17425964.2021.1878350

Bullough, R. V. & Pinnegar, S. (2001). Guidelines for Quality in Autobiographical Forms of Self-Study Research. Educational Researcher. 30, 13-21. 10.3102/0013189X030003013.

Benesch, S. (2020). Emotions and activism: English language teachers’ emotion labor as responses to institutional power. Critical Inquiry in Language Studies, 17(1), 26-41. 10.1080/15427587.2020.1716194

New Understandings of Liminality

Blackburn et al., 2010

Questions of Feminist Power

Grant, M. R., & Butler, B. M. (2018). Why self-study? An exploration of personal,  professional, and programmatic influences in the use of self-study research. Studying Teacher Education, 14(3), 320-330.

Cutri, R. M., & Whiting, E. F. (2018). Opening spaces for teacher educator knowledge in a faculty development program on blended learning course development. Studying Teacher Education, 14(2), 125-140.

Making the Familiar Strange Again

Sosa-Provencio, M., Sheahan, A., Desai. S., & Secatero, S. (2018). Tenets of body-soul rooted pedagogy: Teaching for critical consciousness, nourished resistance, and healing. Critical Studies in Education. https://doi.org/10.1080/17508487.2018.1445653

Sánchez, R. (2021). Sites as Storied Texts, Querencias, and Contested Homelands: Exploring the Place Orientations of New Mexico in a Teacher Workshop. In M. Rice & A. Dallacqua (Eds.) Luminous Literacies: Stories of Growth and Renewal from the Land of Enchantment. (pp. 15-28). Emerald.

Hamilton, M. L., Pinnegar, S. (1998). Conclusion: The value and promise of self-study. In M.L. Hamilton (Ed.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235-246). Routledge. Hamilton, M. L., Pinnegar, S. (2015). Knowing, becoming, doing as teacher educators: Identity, intimate scholarship, inquiry. Emerald Group Publishing.

2021

Waltman, J. L., & Bush-Bacelis, J. L. (1995). Contrasting expectations of individualists and collectivists: Achieving effective group interaction. Journal of Teaching in International Business, 7(1), 61-76

Rothstein-Fisch, C., & Trumbull, E. (2008). Managing diverse classrooms: How to build on students' cultural strengths. ASCD.

Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.

Greenfield, P. M. (2014). Independence and interdependence as developmental scripts: Implications for theory, research, and practice. In Greenfield, P. M., & Cocking, R. R. (Eds.) Cross-cultural roots of minority child development. Psychology Press.

Brookfield, S. D. (2017). Becoming a critically reflective teacher. John Wiley & Sons.

Abramo, J. M., & Reynolds, A. (2015). “Pedagogical creativity” as a framework for music teacher education. Journal of Music Teacher Education, 25(1), 37-51.

Beyond Critical Reflection

Cameron-Standerford, & B. Bergh. (2020). Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing. EdTech Books.

U. S. Department of Education, Institute of Education Sciences, National Center for Education Statistics (n.d.). National Assessment of Educational Progress (NAEP). 2019 Reading Assessment.

DuFour, R., DuFour, R., Eaker, R., Mattos, M., Muhammad, A. (2021). Revisiting professional learning communities at work. Bloomington: Solution Tree Press.

Mexico Law and Poverty Center. (n.d.). http://nmpovertylaw.org/wp-content/uploads/2019/02/D-101-CV-2014-00793-Final-Judgment-and-Order-NCJ-1.pdf

Kliebard, H. M. (2004). The struggle for the American curriculum: 1893-1958. Routledge Falmer.

Testimonio Pedagogy on the Borderlands in Teacher Education

Tolosa, C., Heap, R., Ovens, A., & Garbett, D. (2016). Pedagogical hesitations in a mobile technology rich learning environment: A self-study of redefining expertise. In D. Garbett & A. Ovens (Eds.), Being self-study researchers in a digital world: Future oriented research and pedagogy in teacher education (pp. 117-131). Springer.

Davey, R., Ham, V., Haines, G., McGrath, A., Morrow, D., & Robinson, R. (2011). Privatization, illumination, and validation in identity-making within a teacher educator research collective. Studying Teacher Education, 7(2), 187-199. http://www.tandfonline.com/doi/abs/10.1080/17425964.2011.591180

Contemplating the Academy Using Memory-Work as Method

elong, J., Whitehead, J., Mishra, S., Vaughan, M. & Dhungana, P. (2021). Accepting Educational Responsibility: Building Living Theory Cultures of Educational Inquiry in Global Contexts [Conference presentation]. S-STEP SIG symposium of the American Educational Research Association. https://www.actionresearch.net/writings/aera21/2021aerasymposiumfull.pdf

How Is My S-STEP Research Contributing to Systemic Educational Changes?

Example text.

Responding

Imaginary Critical Friends

What Advice Would We Give Ourselves on the Threshold of a VUCA Environment?

"It helps us remember our why"

Enacting Theory-Practice Pedagogies

Taking Stock

Looking Back to Move Forward

Something Happened

“Listen before you push”

Implementing Standards-Based Grading in the University Classroom

Pedagogical Care

Building and Modeling Warm Demander Teaching Identities

Voices in Debriefing Mathematics Methods Teaching

Building the Boat, Growing the Tree

Who Is the ‘I’ in All of This?

Revisiting Collaborative Editorial Initiatives to Learn More About Our Academic Motivations

Me Versus We