Self Study of Teacher Education Practices
Summer 2009
Message from the Chair

Hello S-STEP-ers,
I have just returned from the ISATT conference at the University of Lapland, in Northern Finland, which was an interesting experience not the least of which was due to 24 hours of sunlight and very warm weather - quite a body shock for me coming from a southern Australian winter - and about as far away from home as I can get!
One of the themes of the conference was ‘Challenges of pedagogy in the 21st century’. To me this theme speaks to the heart of our work in the self-study of teacher education practices, as we seek to identify the values and principles that underpin our practices, how these are understood by those with whom we work, including students, colleagues, departments and external agencies, and how we can work to manage and sustain our pedagogical ideals as we grapple with issues such as increasing pressures of accountability and conformity to externally prescribed standards.
The challenge for many of us in self-study is in demonstrating the value and importance of teacher educators’ work as a unique and specialised form of expertise that makes a difference to prospective teachers’ learning. Continuing to put our work forward and drawing on the accumulated wisdom we have developed as a group is an important means of reminding others outside our immediate community that teacher educators and teacher education matters. Connecting with other Special Interest Groups at AERA is one way of taking this issue forward, as well as presenting and representing self-study work in a wider variety of contexts, and publishing in a range of journals. As a well-established field of study, we have important contributions to make to the broader educational community about what we know about teacher education practices.
As your newly elected Chair I am hoping to be able to find ways in which we can work together to make our voices heard in these important matters. I hope we can share our ideas about how we can push our S-STEP work outward in ways that challenge and extend all of those who have a stake in teacher education.
Also a reminder that S-STEP has a wikispace:
The wiki space is a place where we can exchange ideas and post information about our SIG. A number of people approached me at AERA about developing a more active web presence, so hopefully this wiki offers a collaborative space which can be collectively developed that fits well with the S-STEP ethos. We have a discussion area, as well as a space to post a picture of yourself to show other STEP-ers where you are located and how to contact you. Hopefully we might build even better connections amongst the group through making available our contact details in this way.
I hope that wherever you are in the world that you have had a chance to have a mid year break, to slow down and recharge, and that you feel ready for what the next few months brings.

Treasurer’s Report

Self-Study Financial Statements

Below are the Financial Statements for 2008 (January - December) and 2009 (January - May). Please note that both statements reflect dues collected and payments distributed. If you have questions and/or concerns, you may contact AERA's Shannon Luo or Jeff Kaplan,

Financial Statement - 2008
SIG - Self Study of Teacher Ed Practice SIG (109)
December 2008 Financial Statement
January – December, 2008
Description Beginning Balance Month-to-Date Year-to-Date Ending Balance

Membership Dues Income $357.50 $2,744.97
7/08-6/09 SIG Management Fee – ($300.00)
SIG- Self-study
New York Reception – ($3,685.60)
$7,764.66 $357.50 ($240.63) $8,122.16
Financial Statement – 2009
SIG - Self Study of Teacher Ed Practice SIG (109)
May 2009 Financial Statement
January – May, 2009
Description Beginning Balance Month-to-Date Year-to-Date Ending Balance
Membership Dues Income $103.32 $989.14
WestinSD SIG9PreConfMtg 04/09 ($3,183.80) ($3,183.80)
$9,007.98 ($3,080.48) ($2,194.66) $5,927.50
For questions related to this statement, please contact the accounting department at

Self-Study of Teacher Education Practices
Proposals due on or before September 14, 2009

Herstmonceux VIII
Herstmonceux Castle, East Sussex, England

August 1-5, 2010
Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education

Self-Study of Teacher Education Practices (S-STEP), a special interest group of AERA, invites you to participate in the 2010 Castle Conference. All proposals are welcomed, and membership in S-STEP is not required for proposal submission. Conference organizers and editors of the proceedings are Lynnette Erickson, Stefinee Pinnegar and Janet Young, all from Brigham Young University, Provo, Utah, USA.
Our theme for the eighth international conference on self-study of teacher education practices is Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education. Authors of proposals are encouraged to incorporate this theme into their work, but the lack of a clear connection to the conference theme alone will not disqualify a proposal.

Important Dates:
Sept. 14, 2009 Proposals due (from authors)
Sept. 28, 2009 Reviewers receive proposals for review
Oct. 19, 2009 Proposal reviews due (from reviewers)
Oct. 26, 2009 Notification of acceptance to authors
Jan 18, 2010 First Draft of Conference Paper due (3000 word maximum)
Jan. 22, 2010 Reviewers receive first draft of conference papers for review
Feb. 15, 2010 First draft reviews due (from reviewers)
Mar. 12, 2010 Authors receive feedback on first draft of conference papers
April 5, 2010 Author submit final revision of papers
May 7, 2010 Final proofs to authors for approval
May 17, 2010 Authors’ approval of proofs due
July 1, 2010 Conference proceedings available online

Please contact the program chairs with any questions. We look forward to your participation in the Castle Conference 2010.

Proposal Guidelines:
1. Maximum length for proposals is 1000 words. (Maximum length for final proceedings papers is 3000 words.) References are not included in the word count for proposals and papers. Include the following details and suggested headings in the proposal:
Context of the Study
Presentation Format (e.g., discussion, interactive experience, hands-on workshop)
Technology needed. (Note: Providing your own laptop is recommended)
2. Save your manuscript in Rich Text Format (RTF). Mac or PC versions are acceptable. Figures must be submitted as GIF or JPG images. Please do not use running heads, running footers, page numbering or reference list software. The proposal should not contain information that would identify the author(s) as the review will be blind. The name of your proposal file must include your surname and your first initial, up to 5 letters of your institution name, and the letters “prop.” (e.g., Lynnette Erickson from Brigham Young University would send a proposal file named ericksonl.byu.prop.rtf)

3. Your proposal must be accompanied by a separate document (cover sheet) containing the following information: Proposal title; name(s) of author(s) and their institutional affiliation(s); name, email address, mailing address, and office telephone number for the contact person. The name of your cover sheet file must include your surname and your first initial, up to 5 letters of your institution name, and the letters “cov.” (e.g., Lynnette Erickson would send a cover sheet file named ericksonl.byu.cov.rtf)
Submitting Proposals:
Submitting proposals will be a slightly different process than in past years. As indicated above, you will submit two documents in the proposal process.
1. You will need a Google Docs account. These accounts are free of cost and are available worldwide to anyone with access to the Internet. If you do not already have such an account, instructions for opening a Google Docs account are provided at the end of this call for proposals.
2. Enter your home page of Google Docs, and click upload (found on the menu bar under the Google logo)
a. In the upload a File section, browse your hard drive to locate your proposal file and select your proposal file, and the name will appear in the browse box.
b. Browse your hard drive to locate your proposal file. Click on Upload file. It is not necessary to enter a URL or rename the file. Your document will appear on the screen.
c. Click on Share located in the upper right hand corner of the screen. A drop-down menu will appear. Select Share with others.
d. Using the radio button on the left hand side of the screen, Invite people as collaborators.
e. In the box provided, type in the following email address:
f. Under Advanced permissions, check only collaborators may invite others. This allows for distribution of your proposal to the reviewers.
g. Click on Invite collaborators. A pop-up box will appear asking you to tell these people about the documents? (This alerts the program coordinators that you have submitted your proposal.) No message is necessary in the message box, but check Paste the document itself into the email message. If you want confirmation that your document has been submitted, check CC me.
h. Press the Send button.
i. When upload is complete, click on Save and close found in the upper right hand corner of the screen. This will return you to your home page of Google Docs.
3. Repeat steps a-i above to submit your cover sheet.
Your proposal and cover sheet are now available and the review process can proceed!
A unique aspect of the Castle Conference review process is the expectation that individuals who submit proposals and papers will also serve as peer reviewers for their colleagues. If you submit a proposal to the Castle VIII Conference, you will be asked to review two or three proposals and at least one paper for the conference. Reviewers will access both proposals and papers for review through Google Docs.
Authors submitting a full paper for publication in the conference proceedings are expected to attend the conference and present their work. Papers unaccompanied by at least one of their authors will not be included in the published proceedings.

Important Dates:
Sept. 14, 2009 Proposals due (from authors)
Sept. 28, 2009 Reviewers receive proposals for review
Oct. 19, 2009 Proposal reviews due (from reviewers)
Oct. 26, 2009 Notification of acceptance to authors
Jan 18, 2010 First Draft of Conference Paper due (3000 word maximum)
Jan. 22, 2010 Reviewers receive first draft of conference papers for review
Feb. 15, 2010 First draft reviews due (from reviewers)
Mar. 12, 2010 Authors receive feedback on first draft of conference papers
April 5, 2010 Author submit final revision of papers
May 7, 2010 Final proofs to authors for approval
May 17, 2010 Authors’ approval of proofs due
July 1, 2010 Conference proceedings available online

Please contact the program chairs with any questions. We look forward to your participation in the Castle Conference 2010.
Lynnette Erickson,
Stefinee Pinnegar,
Janet Young,
Instructions for opening a Google Docs Account:
Access the Google Docs home page by Googling Google Docs (
Click Get started on the right side of the screen to create a new account.
Provide required information and click on I accept. Create my account.
When directed on the next screen Click here to continue.

News from the Membership

Jack Whitehead has had an amazing set of publications this year:
Hymer, B., Whitehead, J. & Huxtable, M. (2009) Gifted and Talented Education: A Living Theory Approach. London; Wiley.
McNiff, J. & Whitehead, (2009) Writing Up Your Action Research London; Sage.
McNiff, J. & Whitehead, J. (2009) Demonstrating Quality In Action Research For Social Accountability, in The SAGE Handbook of Educational Action Research, Noffke, S. & Somekh, B. (Ed.), London; Sage.
Whitehead, J. (2009) Generating Living Theory And Understanding In Action Research Studies. Action Research, 7 (1), 85-99.
Whitehead, J. (2009) How Do I Influence The Generation Of Living Educational Theories For Personal And Social Accountability In Improving Practice? pp. 173-194 in Tidwell, D., Heston, M., & Fitzgerald, L. (Eds.), Research Methods For The Self-study Of Practice. New York: Springer.
Whitehead, J. (2009) The Significance Of ‘I’ In Living Educational Theories, pp. 441-463, in Daniels, H., Lauder, H. & Porter, G. Educational Theories, Cultures and Learning: A Critical Perspective. London; Routledge.
Whitehead, J. & Huxtable, M. (2009) 'How can inclusive and inclusional understandings of gifts/talents be developed educationally?' in Montgomery, D. (Ed.) Able, Gifted and Talented Underachievers. London; Wiley.

He also writes that:
i) Jack is leading the keynote symposium on the 3rd September 2009 at the British Educational Research Association Annual Conference in Manchester, UK, on 'An epistemological transformation for educational knowledge with educational responsibility' ( see the successful proposal at )
ii) Jack believes that he has cracked the problem he has been working on for years on how to communicate meanings of flows of loving dynamic energy as explanatory principles of educational influence. He'd appreciate your feedback on the validity of his belief.
Jack says that you may be able to appreciate his meaning (and test the validity of his belief) by reading an extract of a narrative from Claire Formby's masters writings together with a brief video clip. Claire draws on Jacqueline Scholes' Rhodes idea of exquisite connectivity from her doctoral thesis, 'From the Inside Out: Learning to presence my aesthetic and spiritual being through the emergent form of a creative art of inquiry' (see
If you have the time and inclination click on and then click on
'How am I integrating my educational theorizing with the educational responsibility I express in my educational relationships with the children in my class and in my school and wider society?' under the second image of Claire Formby. I think it will repay your attention to browse down to the section on:
How do I express my values in my educational relationships with the children?

Click on the first image in this section to play the brief video clip. From seeing the relational dynamic through the clip and reading the words below Jack thinks that you may feel the kind of transformation he felt and understood in extending his propositional and dialectical epistemologies with inclusionality. By inclusionality, Jack is meaning following the ideas of Alan Rayner, a relationally dynamic awareness of space and boundaries as continuous, connective, reflexive and co-creative.

Judith Longfield reports that she has changed jobs and now works in the Center for Excellence in Teaching at Georgia Southern University. Her new contact information is below:
Judith Longfield, Ph.D.
Center for Excellence in Teaching
Henderson Library, Suite 1303

Laurie Ramirez writes: I graduated in May from the University of Utah with my doctorate in teaching & learning. I will be starting in August at Appalachian State University in Boone, North Carolina in their Middle Grades Teacher Education Program.

Mandy Berry reports on the publication of a special issue of Teaching and Teacher Education on Teaching as a Discipline.
Here’s the Table of Contents:
Teaching as a discipline, Pages 183 - 187
Authors: John Loughran; Tom Russell
Is teaching a discipline? Implications for teaching and teacher education, Pages 189 - 203
Author: John Loughran
Teaching as disciplined enquiry, Pages 205 - 223
Author: John Mason
Experience, theory, and practical wisdom in teaching and teacher education, Pages 225 - 240
Authors: Mieke Lunenberg; Fred Korthagen
The happiness of teaching (as eudaimonia): disciplinary knowledge and the threat of performativity, Pages 241 - 256
Authors: Robert V. Bullough Jr.; Stefinee Pinnegar
Who I am in how I teach is the message: self-understanding, vulnerability and reflection, Pages 257 - 272
Author: Geert Kelchtermans
Redefining teaching, re-imagining teacher education, Pages 273 - 289
Authors: Pam Grossman; Karen Hammerness; Morva McDonald
Learning to think like a teacher educator: making the substantive and syntactic structures of teaching explicit through self-study, Pages 291 - 304
Author: Shawn Michael Bullock
Professional self-understanding as expertise in teaching about teaching, Pages 305 - 318
Author: Amanda Berry
Seeing teaching as a discipline in the context of preservice teacher education: insights, confounding issues, and fundamental questions, Pages 319 - 331
Authors: Andrea K. Martin; Tom Russell

Cindy Lassonde writes about her new book with Claire Kosnik and Sally Galman:
Lassonde, C., Galman, S., & Kosnik, C. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam: Sense Publishers.
Self-Study Research Methodologies for Teacher Educators is a comprehensive text that delineates a range of research methodologies. This edited volume, with many chapters written by self-study scholars who are noted in the field for particular methodological and epistemological perspectives, helps fill the gap in the literature on self-study research methods. It provides readers with an opportunity to examine various methodologies that will not only help them deepen their understanding of research but also will allow them to select one that best suits their needs. Both new and experienced researchers will find this text valuable. We consider Self-Study Research Methodologies for Teacher Educators a valuable contribution to the field of teacher education.

Many compliments for another book from the SIG:
Jack Whitehead writes:
My copy of Research Methods for the Self-Study of Practice arrived on Friday and I want to congratulate Deborah, Linda and Melissa on the quality of their editing of such an excellent collection and to everyone for the significance of their contributions. It's just what I needed for the start of our Summer School for masters students here at Bath and for my own masters students who are doing their unit on research methods in education.

Morwenna Griffiths writes about the book edited by Tidwell, Heston, and Fitzgerald: Well done everyone (and including my lovely co-authors!). This is a terrific book. Really useful, really grounded, really principled. What more could anyone want? Thanks for including us!

Jeff Kaplan writes: As we continue to grow as a SIG, I have been struck by how passionate and detailed we have become in our analysis of what we do and what we do not do. We are not a political body - although clearly we are well aware of the political implications of our work. We are not a self-help group - although we know that our conversations lead to a better understanding of who we are. We are not even a specific education discipline group, although we are bound by our common passion to improve teacher education.

No, what struck me as I listened to our SIG sessions is that we are a group bound by our belief that caring and compassionate teachers recognize that human understanding begins with self-doubt and that self-doubt leads to self-understanding. Our SIG recognizes that human infallibility is the ultimate truth in all teaching and that when we recognize our own limitations, we become better teachers and ultimately, students of the human condition.

Fred Korthagen will be holding two additional workshops in Oregon this fall. Here are the fliers.
Introductory & Advanced workshops for promoting deep reflection in Leading, Teaching, Learning, and Living
Sponsored in the Fall of 2009 in Ashland, Oregon by:
Southern Oregon University’s School of Education
In partnership with the
Institute for Multi-Level Learning, Amsterdam, Netherlands
Fred Korthagen & Angelo Vasalos
Prof. Dr. Fred Korthagen and Angelo Vasalos are Dutch educators from the Institute for Multi-level Learning who have developed an impressive framework and programs to enhance deep learning in students and educators. Their MLL approach represents a shift from a focus on overcoming problems and deficiencies towards a focus on building on people’s ‘core qualities’, to promote personal strengths and professional development. In MLL the cognitive, emotional, motivational and behavioural aspects of learning are connected. It uses recent insights from positive psychology that show how a focus on existing qualities, the potential for flow and transformative development, leads to more well-being and effectiveness. The MLL approach is also based on notions from Almaas’s Diamond Approach, Psychosynthesis, Gestalt therapy, and the ‘Courage to teach’ work of Parker Palmer.
Workshops target teachers, principals, superintendents and teacher educators, as well as other leaders in education, and human service professionals. The MLL strategies promote Core Reflection, a method for systematic reflection and coaching, which is aimed at overcoming internal and external obstacles to live one’s best personal and professional capacities in practice. The participants practice using a model for MLL and practical guidelines related to this model. They not only learn how to promote MLL and Core Reflection in others, but they also apply the guidelines to their own learning and problem solving. The application of the practices develops an individual’s inner strength and helps to enact his or her mission. It is important that the participants learn how to use the model not in a technical way, but to stay in touch with their inner cores, thus creating an authentic and inspiring relationship with the people they support, in which each person involved can experience flow and organic growth.
Participants’ Evaluations
The MLL approach is impacting the development of individuals, schools and organizations in Europe and abroad. From evaluations of previous workshops attended by Professors and teacher educators in the United States:
- Since returning, I have told colleagues and students that in my many years as an educator, I think this has been the most powerful and transformative experience I have ever had.
- I see this workshop as a tremendous gift.
- The techniques of Core Reflection are really limitless in their application.
- This has been the most profound, influential workshop I've ever had in my life.
- You would not know how much profound impact you’ve done to me personally and professionally. I feel so fortunate to be there at this workshop you’ve given in America!
- It presented me with, no, immersed me in an ideal vision for my work, my teaching and my way of being that. I now feel inspired and equipped to bring into being, one small but sure step at a time.
Introductory Workshop
The first workshop introduces participants to Multi-Level Learning and Core Reflection. Intended to serve higher education and K12 educators and other human service professionals, the three day workshop provides an overview of the theory and practice of MLL, and guided coaching in the application of Core Reflection in the work (and life) of these participants. While it is focused primarily on those who are new to the ideas of Core Reflection, those with some previous experience will certainly benefit from a deepening of their knowledge and experience of this innovative personal and professional development approach.
DATES: September 8th (beginning at 9 a.m.) - Sept 10th (5 p.m.)
LOCATION: Suncrest Retreat Center, near Southern Oregon University (Ashland, Oregon)
COST: $ 600* (Includes registration, lunches, and workshop materials)

Advanced Workshop
The second workshop targets those who have already attended an introductory workshop in MLL and Core Reflection. It focuses on professionals who seek to gain a deeper understanding of how to apply and support others in the practices and principles of Core Reflection. This workshop focuses on issues such as:
• Educational innovation and leadership ‘from within’;
• Learning a systematic approach to manage the internal processes in the facilitator/coach, i.e., addressing the dynamics of one’s own anxieties, limiting thoughts;
• Facilitating transformative learning and developing a holistic approach integrating thinking, feeling, wanting, and action;
• Recognising various types of obstacles, and adjusting one’s intervention style to them;
• Identifying and transforming avoidance patterns;
• Working with images, functions of the will, and dis-identification;
• Developing the power of awareness, mindfulness, and the here-and-now;
• Enhanced effectiveness in facilitation of or collaboration with groups and teams.

DATES: Sept 13th (beginning at 9 a.m.) – Sept 15th (5 p.m.)
LOCATION: Suncrest Retreat Center, near Southern Oregon University (Ashland, Oregon)
COST: $ 600* (Includes registration, lunches, and workshop materials)
Reduced Rates
- Cost for those participating in both workshops: $ 1,050
Workshops are limited to 25 participants. To avoid disappointment please send a completed registration form by July 15, 2009. We will confirm receipt of your registration. If the workshop fills we will place your name on a waiting list. When you register, we will confirm your place and ask you to send a check payable to: Southern Oregon University. For online registration, please visit
For further information: Contact Younghee Kim, Professor, (, or William Greene, Professor, ( at: School of Education, Southern Oregon University, 1250 Siskiyou Blvd. Ashland, OR 97520, USA. (W) 541.552.8247 or 541.552.6921, (Fax) 541.552.8247. For additional registration and lodging information or questions: Contact Angela Huftill at ( or 541.552-6332. (Please use “MLL Registration” in your subject title.)

Korthagen, F.A.J. (2004). In search of the essence of a good teacher: Towards a
more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means
to enhance professional development. Teachers and Teaching: Theory and Practice 11(1), 47-71.
Korthagen, F.A.J. (2005). The organisation in balance: Reflection and intuition as
complementary processes. Management Learning, 36(3), 371-387.