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Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices pp 11–29Cite as

Addressing Gender, Feminism, and Queer Theory Through Self-Study of Teacher Education Practices

A Literature Review

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Part of the book series: Professional Learning ((PROFL))

Abstract

In self-study of teacher education practices (S-STEP), our research begins with the self (Loughran, 2004). It is self-focused and self-directed in order to reconceptualize practice. As practitioners researching ourselves, the notion of the self is necessarily complicated, and while it would be unwise to attempt a definition of self that all self-study researchers would accept, it is clear that the self of self-study is not conceptualized as static or isolated.

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Authors and Affiliations

  1. Department of Education, Agnes Scott College, Decatur, Georgia, USA

    Lesley Coia

  2. Department of Secondary and Special Education, Montclair State University, Montclair, New Jersey, USA

    Monica Taylor

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  1. Lesley Coia
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  2. Monica Taylor
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Editors and Affiliations

  1. Montclair State University, USA

    Monica Taylor

  2. Agnes Scott College, USA

    Lesley Coia

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Coia, L., Taylor, M. (2014). Addressing Gender, Feminism, and Queer Theory Through Self-Study of Teacher Education Practices. In: Taylor, M., Coia, L. (eds) Gender, Feminism, and Queer Theory in the Self-Study of Teacher Education Practices. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-686-8_2

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