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When Knowing Is Not Enough: Critical Examination of Self-Study of Practice Methodology
Sun, April 15, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: Second Level, West Room 205Session Submission Type: Symposium
Abstract
The goal of this symposium is to unveil and critically examine the processes that self-study of teacher education practice (S-STEP) researchers use and the ways in which it can contribute to the larger conversation in research on teaching and teacher education. Each paper employs a framework for interrogating published self-studies to critically examine the quality and contribution of S-STEP research as a powerful and productive methodology. The session makes visible analytic and interpretive processes involved in rigorous S-STEP research.
Sub Unit
Chair
Papers
“Is There a There There?” Applying Self-Study Criteria to My Research - Vicki K. LaBoskey, Mills College
Scrutinizing Trustworthiness in our Practice as Self Study of Teacher Education Practices Researchers - Mary Lynn Hamilton, The University of Kansas; Stefinee E. Pinnegar, Brigham Young University
The Tightness of Tensions as a Conceptual Frame and Analytic Tool for the Self-Study of Practice - Amanda K. Berry, Leiden University
An Invitation to “Look Again”: An International Literature Review of Self-Study of Teacher Education Practices - Eline Vanassche, University of Leuven; Geert Kelchtermans, University of Leuven