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Arriving at Self-Study

  • Stefinee Pinnegar
  • Mary Lynn Hamilton
Chapter
Part of the Self Study of Teaching and Teacher Education Practices book series (STEP, volume 8)

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.

Keywords

Teacher Education Tacit Knowledge Teacher Cognition Educational Theory Invisible College 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Copyright information

© Springer Science+Business Media B.V 2009

Authors and Affiliations

  • Stefinee Pinnegar
    • 1
  • Mary Lynn Hamilton
    • 2
  1. 1.Dept. Teacher EducationBrigham Young University David O. McKay School of EducationProvoUSA
  2. 2.Dept. Teaching & LeadershipUniversity of Kansas School of EducationLawrenceUSA

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