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Data Collection Methods in S-STTEP Research

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

Thus far in this text we have theorized about self-study methodology, except in our momentary PAUSES as we have explored practice, ontology, and context. We have situated ourselves within the realm of qualitative methodologies. At this point, then, we turn toward more practical descriptions of self-study methodology as we ask a series of questions: Once we recognize that we want to engage in self-study, how do we select our data collection strategies? How do we know which strategies might work? What might we use to address our desire to undertake good research? In this chapter we address these questions along with the questions which guide the structure of the chapter.

Keywords

Focus Group Teacher Education Teacher Education Program Teacher Candidate Qualitative Researcher 
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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