To help teacher educators undertake self-study, this book offers a range of research methodologies, which show what issues experienced teacher educators have chosen to study, how they would research, and what the outcomes were.

Introduction; Chapter 1 Can self-study improve teacher education?, Tom Russell; Part 1 Understanding teaching in teacher education; Chapter 2 Developing an understanding of learning to teach in teacher education, Amanda Berry, John Loughran; Chapter 3 A balancing act, Deborah Tidwell; Chapter 4 Opposites attract, Joseph C. Senese; Chapter 5 Self-study as a way of teaching and learning, Lis Bass, Vicky Anderson-Patton, Jerry Allender; Part 2 Studying teacher educators’ roles and responsibilities; Chapter 6 Guiding new teachers’ learning from classroom experience, Tom Russell; Chapter 7 Learning about our teaching from our graduates, learning about our learning with critical friends, Sandy Schuck, Gilda Segal; Chapter 8 Framing professional discourse with teachers, Mary C. Dalmau, Hafdís Guðjónsdóttir; Chapter 9 Can self-study challenge the belief that telling, showing, and guided practice constitute adequate teacher education?, Charles B. Myers; Part 3 Fostering social justice in teaching about teaching; Chapter 10 The (in)visibility of race in narrative constructions of the self, Enora R. Brown; Chapter 11 “Nothing grand”, Morwenna Griffiths; Chapter 12 Change, social justice, and re-liability, Mary Lynn Hamilton; Part 4 Exploring myths in teacher education; Chapter 13 Myths about teaching and the university professor, Belinda Y. Louie, Richard W. Stackman, Denise Drevdahl, Jill M. Purdy; Chapter 14 What gets “mythed” in the student evaluations of their teacher education professors?, Linda May Fitzgerald, Joan E. Farstad, Deborah Deemer; Chapter 15 Research as a way of knowing and seeing, Jeffrey J. Kuzmic; Part 5 Conclusion; Chapter 16 Understanding self-study of teacher education practices, John Loughran;