Titlebook: Self-Study of Practice as a Genre of Qualitative Research; Theory, Methodology, Mary Lynn Hamilton,Stefinee Pinnegar Book 2009 Springer Sci

招致

比目魚

松果

Pause,zing self-study as part of a genre of teacher education research, we could stand in our present moment looking backward and forward simultaneously to identify more clearly the methodological shifts that had occurred, to address absences in information or to point to places where we might strengthen our work.

ADAGE

Pause,P to help in this consideration. We ask, how can you best identify the characteristics of S-STTEP research design? This exercise explores the characteristics of S-STTEP research design and allows application of the characteristics in selected vignettes.

obsession

Data Collection Methods in S-STTEP Research,gies? How do we know which strategies might work? What might we use to address our desire to undertake good research? In this chapter we address these questions along with the questions which guide the structure of the chapter.

陰郁

Data Analysis and Interpretation in S-STTEP Research,arch work. However, fewer details exist regarding these processes within S-STTEP research. With this chapter we hope to address this in our discussion of analysis and interpretation in self-study research within the realm of qualitative research.

crutch

KEGEL

The Self, the Other, and Practice in Self-Study of Teaching and Teacher Education Practices Researcutobiographical, historical, cultural, and political … it draws on one’s life, but it is more than that. Self-study also involves a thoughtful look at texts read, experiences had, people known and ideas considered. (p. 236)

Genetics

臨時(shí)抱佛腳

Pause,ction, and presentation to situate ourselves. In the earlier PAUSE, we worked through the process as far as the design of the study. In the next few pages, we focus on the reconsideration process and ethical action. We return in the final PAUSE to presentation.