Abstract
This chapter explores and articulates S-STTEP research identity as ever emergent – always becoming. S-STTEP researchers take an ontological stance. Here, we consider how this positions us as researchers and practitioners as we seek to keep present multiplicities of experience and becoming in every aspect of our research: the focus of the inquiry, design of the study, data collection and analysis, as well as the reporting of the study. Our exploration is organized through a series of questions: Why do we use the metaphor of becoming to make sense of our positioning/stance/identity? What does the action of naming ourselves as S-STTEP researchers mean? How does an S-STTEP identity locate and position us within the educational research community? The teaching and teacher education research community? Within our research? What is the research stance we take up? What is our identity as teacher educator/researchers in our inquiries? In responding to these questions, we assert that engagement in S-STTEP research positions S-STTEP researchers uniquely within the academic community and allows us to contribute new knowledge in new ways particularly around teaching and teacher education.
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Pinnegar, S., Hutchinson, D.A., Hamilton, M.L. (2020). Role of Positioning, Identity, and Stance in Becoming S-STTEP Researchers. In: Kitchen, J., et al. International Handbook of Self-Study of Teaching and Teacher Education Practices. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-6880-6_4
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