Canadian Perspectives on the Self-Study of Teacher Education Practices

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dc.contributor.editorKitchen, Julian
dc.contributor.editorRussell, Tom
dc.date.accessioned2021-04-23T17:17:20Z
dc.date.available2021-04-23T17:17:20Z
dc.date.issued2012
dc.description.abstractCanadian 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.
dc.identifier.citationKitchen, J., & Russell, T. (Eds.). (2012). Canadian perspectives on the self-study of teacher education practices. In Canadian research in teacher education: A polygraph series (Vol. 2).
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38775
dc.identifier.isbn978-0-9919197-1-0
dc.identifier.urihttp://hdl.handle.net/1880/113292
dc.language.isoeng
dc.publisherCanadian Association for Teacher Education (CATE)
dc.relation.ispartofseriesPolygraph book series
dc.rightsCopyright © 2012 Authors
dc.titleCanadian Perspectives on the Self-Study of Teacher Education Practices
dc.typebook
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