Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms |
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| Authors: | Mary Lynn Hamilton Stefinee Pinnegar |
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| Institution: | 1. University of Kansas, USAhamilton@ku.edu;3. Brigham Young University, USA |
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| Abstract: | We explore the first four articles in this Special Issue of Studying Teacher Education to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by identifying strategies and tools that might be used by S-STEP researchers to strengthen the presentation of their work and to explore the challenges to transforming classrooms using this methodology. |
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| Keywords: | S-STEP methodology urban classrooms ontology dialogue |
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