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The Methodology of Self-Study and Its Theoretical Underpinnings

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International Handbook of Self-Study of Teaching and Teacher Education Practices

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 12))

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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  1. Mills College, Oakland, California, USA

    Vicki Kubler LaBoskey

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  1. Vicki Kubler LaBoskey
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  1. Monash University, Clayton, Victoria, Australia

    J. John Loughran

  2. University of Kansas, Lawrence, USA

    Mary Lynn Hamilton

  3. Mills College, Oakland, California, USA

    Vicki Kubler LaBoskey

  4. Queen’s University, Kingston, Ontario, Canada

    Tom Russell

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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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