This volume explores how Self-Study in Teacher Education Practices
(S-STEP) contribute to teacher education in culturally and linguistically
diverse communities and contexts. The chapters reflect the scholarly
inquiry of teacher educators dedicated to investigating and opening to
public scrutiny their efforts to improve their practice, while recognizing the
impacts of such efforts on their students and teacher education overall.
The common thread in these S-STEP inquiries is the explicit attention to
the ways in which culture, language, and race interact and affect teaching
and learning.
Central to this are the ways in which S-STEP studies address two pressing
but interrelated issues in teacher education research: the need for greater
attention to teacher educator development and pedagogies overall, and
the challenge of preparing teachers for increasingly diverse, mobile, and
plurilingual schools and communities.
