Context and Dialogue in the Self-Study of Teaching and Teacher Education Practices

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

Thus far in this text we have suggested that selecting a focus from more general wonderings about practice –whether based in a living contradiction, site of discernment, or professional curiosity – as a research question or issue comes at the beginning of your study. S-STTEP researchers return to questions about practice(s) and move ideas forward as a research project by determining a design for their S-STTEP research project. In this chapter, we consider the evolving understanding of the relationship of the researcher and the researched in S-STTEP and the impact that this has in research design; in particular we attend to a consideration of the role of context in self-study design. Then we turn to a discussion of dialogue as a process for knowing underlying S-STTEP research and the ways in which that impacts the research process and research design. Finally, we explore how our understandings of practice, our ontological stance in research, and dialogue as a process of knowing impact research design in S-STTEP methodology.


Scientific Method True Belief Internal Dialogue Context Shape Bonding Social Capital 
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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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