Deciphering Self-Study Research Methods: A Content Analysis of Studying Teacher Education, 2005–2023

• In Event: Theoretical Underpinnings of Self-Study

Abstract

Self-study researchers have periodically looked backward to make sense of self-study, its purpose, use, and possible future. In this study, we answer this call by engaging in a content analysis of the first 19 volumes of Studying Teacher Education (STE), the journal of self-study research. We focus specifically on the methodological nature of scholarship published in the journal by focusing on the methods of self-study used, data collection techniques, and measures of trustworthiness. Our intent is to generate insights into self-study research over the past (almost) 20 years, how the field has evolved, and perhaps where it might be headed.

Authors

• Brandon M. Butler, Old Dominion University

• Robert Horton, Old Dominion University