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- W4210930963 abstract "Collaboration among teacher educators has emerged as a fundamental feature of the self-study of teacher education practices (S-STEP). Although collaborative self-study and critical friendship can involve any number of people, most self-studies involve two to three teacher educators. This chapter, considers the potential of self-study communities of practice (SSCoP) of four or more, as defined by Kitchen and Ciuffetelli Parker, to build capacity and community. This is particularly important today for two reasons. First, S-STEP needs to look beyond the individual stories to larger theoretical, methodological, and practical questions in the field. Second, there is a need to improve teacher educations programs, not just individual courses, This chapter reviews the history of self-study communities of practice and considers how these larger-scale collaborations can contribute to advancing self-study as a discourse community and to the improvement of teacher education programs. After SSCoPs are introduced, four standards for quality offered, and eight characteristics of SSCoP identified. The author’s experiences in a SSCoP from 2007 to 2012 are used to illustrate the strengths, challenges, and possibilities of such communities. The chapter conclude by highlighting two recent self-studies, one by an established team and the other by an emerging community of practice." @default.
- W4210930963 created "2022-02-09" @default.
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- W4210930963 date "2022-01-01" @default.
- W4210930963 modified "2023-09-23" @default.
- W4210930963 title "Critically Inquiring as Community Through Self-Study Communities of Practice" @default.
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- W4210930963 doi "https://doi.org/10.1007/978-981-16-2681-4_16" @default.
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