Learning From Exploring S-STEP Literature: Making Meaning From a Systematic Review of Discipline-Focused Self-Studies

Abstract

Drawing from a metasynthesis (Edge & Olan, 2020), in order to explore the question, “What meanings did I make from conducting a systematic review of discipline-focused self-study literature?” this inquiry sought to better understand how content-area knowledge and practice is situated within multiple, interconnected systems shaped by power and privilege. Results include understanding and positioning literature as “critical friends,” extending a theoretical framework from the content areas to self-study research design and practice, and questioning privilege and power in exploration. Implications address how self-study of teacher education practices methodology can position higher education faculty for contributing to equity and justice.