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

Since our last discussion of the frameworks, we have discussed ontological stance and dialogue as critical issues in self-study of teaching and teacher education practices. We have also looked at research design and data collection along with how we might design research that looks at work in, of, and for practice. That means we have presented a fair number of ideas, and now we PAUSE to integrate those ideas into the Framework-for-Inquiry and the Framework-for-Analysis. At this point we return to the questions and offer more information regarding Mary Lynn’s responses to them. Here we come to that point in all good research where researchers engage in the reconsideration process to examine their design and ideas. We return momentarily to the S-STTEP research process that includes provocation, exploration, refinement, identify focus, design of study, reconsideration process, the ethical action, and presentation to situate ourselves. In the earlier PAUSE, we worked through the process as far as the design of the study. In the next few pages, we focus on the reconsideration process and ethical action. We return in the final PAUSE to presentation.

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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