Abstract
In this chapter I summarize the epistemological, pedagogical, and moral/ethical/political underpinnings of self-study, which serve as the conceptual framework for the field. I then offer a characterization of the methodology of self-study in relationship to those theoretical foundations by encapsulating the predominant pedagogical strategies, research methods, and research representations in the literature to date. I conceptualize self-study as “a methodology for studying professional practice settings” (Pinnegar, 1998) that has the following characteristics: it is self-initiated and focused; it is improvement-aimed; it is interactive; it includes multiple, mainly qualitative, methods; and, it defines validity as a validation process based in trustworthiness (Mishler, 1990). The chapter thus serves as an introduction to this section on the methodology of self-study.
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References
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LaBoskey, V.K. (2004). The Methodology of Self-Study and Its Theoretical Underpinnings. In: Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., Russell, T. (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-6545-3_21
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