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Theoretical Roots of Self-Study Research

  • Cheryl J. CraigEmail author
  • Gayle A. Curtis
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Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

This chapter broadly traces the theoretical roots of the Self-Study of Teaching and Teacher Education Practices (S-STEP) group, a Special Interest Group (SIG) established in 1993 as part of the American Educational Research Association (AERA). Beginning with the perennial problem of the theory-practice split in the field of teaching and teacher education, a condensed version of the history of teacher education situates ongoing issues in context. Deep roots of self-study research are elucidated and Fenstermacher’s (The knower and the known: the nature of knowledge in research on teaching. In: Darling-Hammond L (ed) Review of research in education, vol 20. American Educational Research Association, Washington, DC, pp 3–56, 1994) review chapter of practical knowledge is used to capture the theoretical lines of S-STEP’s initial and ongoing membership. The work chronicles the paradigmatic changes that have shaped the field of teaching and teacher education and brought S-STEP to its current state of being. The chapter closes with a theoretical perspective of S-STEP’s contemporary literature, anticipated issues on the horizon, and possible pathways to the future.

Keywords

Theoretical roots S-STEP Theory-practice relationships Paradigmatic change 

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Copyright information

© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Department of Teaching, Learning and CultureTexas A& M UniversityCollege StationUSA

Section editors and affiliations

  • Amanda Berry
    • 1
  1. 1.Faculty of EducationMonash UniversityClaytonAustralia

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