Learning From Exploring Self-Study of Teacher Education Practices (S-STEP) Literature: Making Meaning From a Systematic Review of Discipline-Focused Self-Studies

• In Event: Learning From, Building Upon, and Extending Self-Study Research in Turbulent Times

Abstract

This paper draws from a larger study (Author and Other, 2020), in order to explore the question, “What meanings did/do I make from conducting a systematic review of discipline-focused self-study literature?” This inquiry contributes to the 2021 AERA and S-STEP themes by seeking to better understand how content-area knowledge and practice is situated “within multiple, interconnected systems...shaped by power and privilege.” Results include (1) extending a theoretical framework from the content-areas to self-study research design and practice; (2) understanding and positioning literature as “critical friends”; and (3) questioning privilege and power in the act of exploration. Implications address how S-STEP can direct ourselves and others toward equity and justice.

Author

• Christi Edge, Northern Michigan University