The Self-Study of Teacher Education Practices (S-STEP) International Biennial Conference
Herstmonceux Castle, East Sussex, England
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)
Timeline to Castle 15
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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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