The Self-Study of Teacher Education Practices (S-STEP) International Biennial Conference
Self-Study of Teacher Education Practices (S-STEP), a special interest group of AERA, invites you to participate in the 2025 Castle Conference.
The Chairs of the conference programme are
Abby Cameron-Standerford, Bethney Bergh, and Christi Edge, (Northern Michigan University, USA)
The conference organizers are
Dawn Garbett and Alan Ovens (University of Auckland, New Zealand)
The Chairs of the conference programme are
Abby Cameron-Standerford, Bethney Bergh, and Christi Edge, (Northern Michigan University, USA)
The conference organizers are
Dawn Garbett and Alan Ovens (University of Auckland, New Zealand)
The Self-Study of Teacher Education Practices (S-STEP)
Call for Proposals
We are saddened to share that the Herstmonceux Castle is unable to host the Castle Conference in 2025. As we await news about our next gathering at the Castle Conference, we are working in partnership with the organizers of the International Study Association on Teachers and Teaching (ISATT) to offer a self-study strand at their conference to be held on June 30 - July 4, 2025, in Glasgow, Scotland. We see this temporary shift as an opportunity to collaborate with the ISATT community, remain active as a self-study of the teaching and teacher education (S-STTEP) community, and grow our community of critical friends.
Call for Proposals
We are saddened to share that the Herstmonceux Castle is unable to host the Castle Conference in 2025. As we await news about our next gathering at the Castle Conference, we are working in partnership with the organizers of the International Study Association on Teachers and Teaching (ISATT) to offer a self-study strand at their conference to be held on June 30 - July 4, 2025, in Glasgow, Scotland. We see this temporary shift as an opportunity to collaborate with the ISATT community, remain active as a self-study of the teaching and teacher education (S-STTEP) community, and grow our community of critical friends.
Therefore, we encourage submissions to the S-STEP-specific strand within the ISATT submission portal. If you want to keep with the ISATT theme, your 300-word abstract can address one or more of the following sub-themes:
The Abstract format (max. 300 words)
When submitting your abstract proposal, please click S-STEP under the topic that best suits your work. Note: Authors may submit only one abstract as first author and can be co-authors on additional abstracts.
We plan to return to Herstmonceux Castle and publish the next S-STEP conference proceedings book in the summer of 2026. We encourage those who attend ISATT 2025 to consider using their ISATT proposal and the dynamic feedback from our S-STEP community to springboard or extend your studies for the 2026 Castle Conference.
- Characteristics of quality teaching
- Research on equitable teaching practices
- Addressing social justice by leveraging technology and innovative approaches
- Curriculum design for equitable teaching
- Equity and inclusion in teacher education
- Reconciling tensions for a new social contract in education
- Promoting equity and inclusion through effective partnerships with schools
The Abstract format (max. 300 words)
- Research aim
- Theoretical framework
- Methods
- Findings
- Relevance to the Conference theme and specific strand
When submitting your abstract proposal, please click S-STEP under the topic that best suits your work. Note: Authors may submit only one abstract as first author and can be co-authors on additional abstracts.
We plan to return to Herstmonceux Castle and publish the next S-STEP conference proceedings book in the summer of 2026. We encourage those who attend ISATT 2025 to consider using their ISATT proposal and the dynamic feedback from our S-STEP community to springboard or extend your studies for the 2026 Castle Conference.
Timeline to ISATT in Glasgow, Scotland
Key Dates1 April – 1 September 2024
Key Dates1 April – 1 September 2024
- Abstract Submissions
- Reviews of Submissions
- Notification of Outcomes
- Early Bird Registrations
- Regular Registrations
- Late Registrations
Key Books (also see the Conference History Page for Additional Resources)
Abby Cameron-Standerford, Bethney Bergh, and Christi Edge co-edited Pausing at the Threshold: Opportunity Through, With, and For Self-Study of Teacher Education Practices the recently published open access online book through Equity Press Books. Drawing from the metaphors of threshold and becoming, this book represents a dynamic nexus of S-STTEP past and the present; of being and becoming; of teaching and learning; of research and scholarship; of creating and sharing; of the here and there; of me and you--and we. Contributions provoke, challenge, and illuminate threshold(s) of opportunity/ies for S-STTEP in teaching, teacher education, and beyond, providing opportunities to learn with and from the voices of dynamic and diverse self-study researchers. Section one of the book illuminates the why and seeks to understand, how we position, reposition, reframe, re-imagine, and integrate new learnings from the past, present, and future. Section two illuminates the how— by attending to the tools and processes in studying teaching and professional experiences, the chapters identify new and enduring practices in real and practical ways. Section three—the what—illuminates the creation of new wonderings and knowings we envisioned and generated through engaging in self-study research. Chapters in this section lend insight into the purposeful practice of collaboration, the extension of boundaries, and the inviting of new audiences. This book presents new methods, frameworks, collaborations, and understandings of practice that will be useful for teacher educators, graduate students, and self-study of practice researchers.
Christi Edge, Abby Cameron-Standerford, and Bethney Bergh co-edited Textiles and Tapestries: Self-Study for Envisioning New Ways of Knowing the recently published online book through EdTechbooks.org. The text features 72 thought-provoking chapters that explore the intricate and complex weavings of teaching and learning. It reflects a compelling mixture of traditional and contemporary methodology, collaborations within and beyond teacher education, and allows space for considering the implications of current worldwide social, political, and systemic tensions. Importantly, it highlights the central role of self-study in creating insights and understandings of practice for transforming teaching and for generating new knowledge.
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2nd International Handbook of Self-Study of Teaching and Teacher Education edited by Julian Kitchen, Amanda Berry, Shawn Michael Bullock, Alicia R. Crowe, Monica Taylor, Hafdís Guðjónsdóttir, and Lynn Thomas https://link.springer.com/referencework/10.1007/978-981-13-1710-1
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