Voice in Self-Study*

Abstract

I argue in this chapter that the voices in self-study research are integral to creating and exploring a new landscape in teacher education that is able to bridge long-standing gaps. These voices are hetrophonic and polyphonous, authoritative and authentic. They highlight dissonance and living contradictions within teacher education contexts. In doing so, they are creating a discourse that is responsive to the contexts teachers and teacher educators find themselves in. This is the new discourse of the new landscape in teacher education.