Self-Study Contributions to a History of the Self-Study of Teacher Education Practices (S-STEP)

• In Event: The Authority of Introspection in Self-Study

Abstract

This self-study contribution to a history of S-STEP focuses on the contribution of S-STEP research to a new epistemology of teacher education. It includes an analysis of some of the constraining power of education researchers on innovations in policy and practice in the emergence of this new epistemology, as well as some of the enhanced understandings provided by education researchers for the explanations of S-STEP researchers.

The new epistemology draws on digital, multi-media narratives of S-STEP researchers to communicate a living logic in explanations of educational influences in learning. This living logic overcomes some of the limitations of propositional and dialectical logics in structuring the explanations of educational influence of S-STEP researchers.

Author

• Jack Whitehead, University of Cumbria