Canadian Perspectives on the Self-Study of Teacher Education Practices

Abstract

Canadian teacher educators have played an active role in the self-study of teacher education practices (S-STEP). This volume brings together seven articles that reflect the impact of Canadians in this field.The articles in this volume are intended to give readers an understanding of the nature and range of S-STEP research as well as an overview of this active and evolving field of teacher education inquiry. In doing so, we highlight important questions in the field as well as a range of methodological approaches to S-STEP.