PROJECT INSIDE

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PI: Elizabeth Stringer Keefe

Co-PI: Rebekah Louis

In this study,  we engage in self-study of teacher education practices (S-STEP) to determine the extent to which our methods for preparing and supporting teacher candidates align with stated program values, mission, and philosophy, which include commitment to anti-oppressive education, social justice, and democratic education. Self-study in teacher education is a validated and widely used research approach in the field of teacher education. According to Vanassche & Kelchtermans (2015), self-study in teacher education is defined by focus on one’s own practice,  prioritizing qualitative research methods and collaborative interactions.  This research additionally examines how our program practices reflect stated outcomes.

The study utilizes researcher-created surveys used to gauge feedback from faculty, adjunct faculty, teacher candidates, program supervisors, and supervising practitioners, analysis of  candidates’ teaching transactions using a researcher created rubric gauging  alignment to program tenets; and follow-up interviews.