Drawing from the metaphors of threshold and becoming, this book represents a dynamic nexus of S-STTEP past and the present; of being and becoming; of teaching and learning; of research and scholarship; of creating and sharing; of the here and there; of me and you--and we. Contributions provoke, challenge, and illuminate threshold(s) of opportunity/ies for S-STTEP in teaching, teacher education, and beyond, providing opportunities to learn with and from the voices of dynamic and diverse self-study researchers. Section one of the book illuminates the why and seeks to understand, how we position, reposition, reframe, re-imagine, and integrate new learnings from the past, present, and future. Section two illuminates the how— by attending to the tools and processes in studying teaching and professional experiences, the chapters identify new and enduring practices in real and practical ways. Section three—the what—illuminates the creation of new wonderings and knowings we envisioned and generated through engaging in self-study research. Chapters in this section lend insight into the purposeful practice of collaboration, the extension of boundaries, and the inviting of new audiences. This book presents new methods, frameworks, collaborations, and understandings of practice that will be useful for teacher educators, graduate students, and self-study of practice researchers.
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URL: https://equitypress.org/pausing_at_the_thresCameron-Standerford, A.
, Bergh, B.
, & Edge, C.
(2023). Pausing at the Threshold (1st ed.)
. Equity Press. https://dx.doi.org/10.59668/558