This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals, eight recorded self-study team meetings (2–3 hours each), video recordings of sophomore and junior students discussing readings and fieldwork experiences, and researcher reflections on individual interviews with 13 the student participants. Evidence from the S-STEP is presented in the areas of: (a) Setting it Up/Power; (b) Growing Understanding of Students; (c) Growing Understandings of the Curriculum; and (d) The Process of S-STEP. Suggestions are provided for music teacher educators interested in S-STEP work.

中文翻译：

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通过教师教育实践自学 (S-STEP) 研究促进音乐教师教育者的成长

本文描述了音乐教师教育者在为期一学年的教师教育实践自学 (S-STEP) 过程中的成长。研究问题包括： (a) 研究人员如何描述进行 S-STEP 的经历； (b) S-STEP 对我们对学生和课程的理解有何影响？数据包括研究人员期刊、八次录制的自学小组会议（每次 2-3 小时）、大二和大三学生讨论阅读和实地考察经验的视频记录，以及研究人员对 13 名学生参与者进行个人访谈的反思。 S-STEP 的证据体现在以下几个方面： (a) 设置/供电； (b) 加深对学生的了解； (c) 加深对课程的理解； (d) S-STEP 过程。为对 S-STEP 工作感兴趣的音乐教师教育工作者提供建议。