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This series was initiated as an extension of, and support for, the
International Ha- book of Self-study of Teaching and Teacher
Education Practices (Loughran, Ham- ton, LaBoskey, & Russell,
2004). As such, the books that comprise the series are designed to
offer new and engaging ways of examining issues (both theoretical
and practical), associated with self-study research. Throughthis
text, the editorshave takena boldstand in holdingupto scrutinythe
work of a number of scholars in ways that shed new light on the
methods, practices and outcomes of their self-study endeavours.
They have assembled an outstanding array of authors that
demonstrates well the way in which the self-study com- nity
functions as a collaborative and supportive enterprise in the work
of teacher education. Deborah Tidwell, Melissa Heston and Linda
Fitzgerald are an experienced and talented team of editors who have
accepted responsibility for a numberof the recent Castle
proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston,
Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, &
Heston, 2004, the bi-ennial conference of AERA's S-STEP SIG).
Through that work they have been fortunate to be fully immersed in
the most up to date and in uential research conducted by members of
the self-study community. As a consequence of that involvement and
leadership they have been exceptionally well placed to be familiar
with, and therefore attract, authorsthat have a great deal to offer
by sharing their work through this exceptional text.
This series was initiated as an extension of, and support for, the
International Ha- book of Self-study of Teaching and Teacher
Education Practices (Loughran, Ham- ton, LaBoskey, & Russell,
2004). As such, the books that comprise the series are designed to
offer new and engaging ways of examining issues (both theoretical
and practical), associated with self-study research. Throughthis
text, the editorshave takena boldstand in holdingupto scrutinythe
work of a number of scholars in ways that shed new light on the
methods, practices and outcomes of their self-study endeavours.
They have assembled an outstanding array of authors that
demonstrates well the way in which the self-study com- nity
functions as a collaborative and supportive enterprise in the work
of teacher education. Deborah Tidwell, Melissa Heston and Linda
Fitzgerald are an experienced and talented team of editors who have
accepted responsibility for a numberof the recent Castle
proceedings (Fitzgerald, Heston, & Tidwell, 2006; Heston,
Tidwell, East, & Fitzgerald, 2008; Tidwell, Fitzgerald, &
Heston, 2004, the bi-ennial conference of AERA's S-STEP SIG).
Through that work they have been fortunate to be fully immersed in
the most up to date and in uential research conducted by members of
the self-study community. As a consequence of that involvement and
leadership they have been exceptionally well placed to be familiar
with, and therefore attract, authorsthat have a great deal to offer
by sharing their work through this exceptional text.
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