Pragmatic and Theoretic Conclusions for Conducting S-STTEP Research

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

Across this text, we have provided PAUSES where we review tools to help in the design and analysis of S-STTEP research projects. In presenting and explaining these PAUSES, our focus has been consistently on the practical. We have tried to make clear how to begin, conduct, and evaluate your research. In the chapters that frame these PAUSES, we have been more theoretic in our exploration of the processes and theories that guide and support this kind of research. We have theoretically discussed practice as the focus of our research, ontology as the space and commitment, and dialogue as the process. We have considered the difficulty of being trustworthy and establishing claims from this research as trustworthy. Here in this final chapter, we re-explore the theoretic themes of S-STTEP work by connecting it pragmatically to the questions from the inquiry planner presented in the initial PAUSE; we consider the questions exploring them in terms of their connection to the larger theoretic issues that underscore S-STTEP research.


Teacher Education Teacher Candidate Scholarly Work Public Issue Final Chapter 
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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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