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International Handbook of Self-Study of Teaching and Teacher Education Practices pp 247–271Cite as

Voice in Self-Study*

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Part of the book series: Springer International Handbooks of Education ((SIHE,volume 12))

Abstract

I argue in this chapter that the voices in self-study research are integral to creating and exploring a new landscape in teacher education that is able to bridge long-standing gaps. These voices are heterophonic and polyphonous, authoritative and authentic. They highlight dissonance and living contradictions within teacher education contexts. In doing so, they are creating a discourse that is responsive to the contexts teachers and teacher educators find themselves in. This is the new discourse of the new landscape in teacher education.

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Authors and Affiliations

  1. Hofstra University, New York

    Rosebud Elijah

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  1. Rosebud Elijah
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Editors and Affiliations

  1. Monash University, Clayton, Victoria, Australia

    J. John Loughran

  2. University of Kansas, Lawrence, USA

    Mary Lynn Hamilton

  3. Mills College, Oakland, California, USA

    Vicki Kubler LaBoskey

  4. Queen’s University, Kingston, Ontario, Canada

    Tom Russell

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Elijah, R. (2004). Voice in Self-Study*. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_7

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