Arriving at Self-Study
In this chapter we present an organizing plan for our text. Some researchers have seen self-study methodology as controversial. One reason for this is the perception that there is a disconnection between self-study methodology and the research methods and strategies employed by self-study of teaching and teacher education practices (S-STTEP) researchers. Another is the lack of agreement on a single definition for self-study of practice research. While we do not claim to have THE answers regarding self-study methodology, we use this text to present our understandings and in that way situate S-STTEP research in the midst of research that contributes to teaching and teacher education. As the questions above indicate, issues of practice, ontology, and dialogue will take the center stage in this text. Less apparent from the questions but important in the text are the aspects of dailiness – research strategies, for example – in this work. We use this chapter to frame the work that follows.