This international handbook provides a sophisticated re-examination of self-study of teaching and teacher education practices research 16 years after the publication of the first edition by Springer (2004). Through six sections, it offers an extensive international review of research and practices by examining critical issues in the self-study field today. They are: (1) Foundations of Self-Study, (2) Self-Study Methods and Methodologies, (3) Self-Study and Teaching and Teacher Education for Social Justice, (4) Self-Study Across Subject Disciplines, (5) Self-Study in Teacher Education and Beyond, and (6) Self-Study across Cultures and Languages. Exemplars, including many recent studies, illustrate the impact of this well-established research movement in teacher education in the English-speaking world and internationally. Readers of the handbook will benefit from a comprehensive review of the field of self-study that is accessible to a range of readers; theoretically and methodologically rich; highly practical to both novices and experienced practitioners; and offers a vision for self-study internationally over the next two decades.

Professor Amanda Berry's work focuses on the development of teachers' knowledge and the ways in which that knowledge is shaped and articulated through teacher preparation, beginning teaching, and in-service learning. A key interest in Amanda's research is the question of educator professionalism, its content, as well as its conceptualization. In line with the international movement of the Self-Study of Teacher Educator Practices (S-STEP), Amanda's research concerns the ways in which teachers' learning can be studied from an insider perspective, as a means of enabling and empowering teachers and developing collectively understood knowledge of practice. Amanda has published extensively in the above areas, including books, handbook chapters, international journals, and academic texts. She is current editor of the journal Studying Teacher Education, an international journal of self-study; former Chair of the American Education Special Interest Group in Self-Study of Teacher Education Practices; and Associate Editor of the journal, Research in Science Education.
Dr. Shawn Michael Bullock is a Reader in the History of Science, Technology and Education at the University of Cambridge, UK, and a Bye-Fellow at Emmanuel College, also at the University of Cambridge. He first became interested in self-study methodology in his doctoral work with Professor Tom Russell at Queen's University, Canada, and has developed his understanding of self-study methodology through active participation in the community and via academic appointments at the University of Ontario Institute of Technology and Simon Fraser University, Canada, before taking up his current positions at Cambridge. Shawn is particularly interested in the ways in which self-study methodology sheds light on the relationship between disciplinary knowledge and knowledge of teaching, the ways in which knowledge is constructed via experiences of learning and teaching, and the role of personal history in developing a pedagogy of teacher education. Outside of self-study, he uses the lenses offered by the history and philosophy of science and technology to examine issues in education. Shawn's diverse academic interests are partly reflected by his elected Fellowships to the Royal Astronomical Society, the Royal Geographical Society, and the Royal Society for the encouragement of Arts, Manufactures and Commerce.
Alicia R. Crowe is currently Associate Dean of Undergraduate Education and Student Services and Professor of Social Studies Education and Teacher Education at Kent State University. She has been at Kent State for 19 years. Her current areas of interest are on supporting student success through various initiatives including student success workshops, partnerships to support internships and practical experiences, and supports for students who are struggling to succeed in school. Alicia previously conducted research in teacher education, social studies education, teacher learning, and technology in teaching. She continues to be passionate about teaching and strengthening the study of one's own practice through self-study. Alicia's edited book, Advancing Social Studies Education through SelfStudy Methodology, was designed to introduce more social studies educators to self-study methodology and challenge them to use the methodology to better understand and enhance social studies teacher education.
Monica Taylor is a feminist teacher educator, social justice advocate, and parent activist. She has numerous publications on feminist pedagogy and self-study, teaching for social justice, use of Theatre of the Oppressed, teacher leadership, and urban teacher education. She is co-PI of the Wipro Science Education Fellows grant which supports science teacher leaders in five districts in New Jersey. Her most recent book, Playhouse: Optimistic stories of real hope for families with little children, describes a progressive parent cooperative school through the interwoven narratives of her own children and those of families for the last 60 years. Currently, Monica serves on the Board of Planned Parenthood of Metro NJ and has been volunteering with Team Brownsville in Texas to support and advocate for asylum seekers. Her commitments to fighting sexism, heteronormativity, and racism manifest in all aspects of her life.

Hafdís Guðjónsdóttir is a professor at University of Iceland, School of Education. She was a general classroom teacher in grade schools for 26 years, an experience that has affected her academic focus. From the perspective of constant changes, she researches critical theory and pedagogy with teachers, their students and families, and school personnel. Her research interests are in the area of inclusion and multicultural education, pedagogy and educational practices, teacher development and professionalism, and teacher education. Her research methodology is mainly qualitative, practitioner research, and self-study of teacher education practices. Hafdís has collaborated with colleagues from Europe, Australia, and North America on research and professional projects focusing on topics considering her interest area. She was one of the three editors of the book Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study published 2017 and also, along with Franc, oise Bodone and Mary Dalmau, one of the authors of the chapter Revisioning and Recreating Practice: Collaboration in Self-Study published in the International handbook of self-study of teaching and teacher education practices in 2004. Since 2010, Hafdís has published 30 articles and 27 book chapters. From the beginning of 2019, Hafdís is the co-editor of Teaching and Teacher Education.

Lynn Thomas is a full professor and co-chair of the department of pedagogy at the Université de Sherbrooke in Sherbrooke, Quebec, where she teaches in the undergraduate and graduate programs in TESL. As well as being an active member of the Self-Study community, Lynn is a member of the Collectif CLÉ, an international research group that studies literacy across the curriculum, in one or more languages and at all stages of schooling. She is currently researching the literacy experiences of students in intensive language learning programs. She is also researching the practicum experience in teacher education and influences of program requirements on the development of reflective practice in student teachers. Lynn is currently president of the Canadian Society for Studies in Education.