Source: Studying Teacher Education, Volume 4 Issue 1, 2008, p. 17-28.
Publisher: Routlege (Tylor & Francis)
Sharpening our approaches to methodology in self-study research can strengthen our work and clarify questions that arise for readers unfamiliar with this research genre. Our article considers three methodologies - narrative, auto-ethnography and self-study - that privilege self in the research design, believing that addressing self can contribute to our understandings about teaching and teacher education.
We address two questions: In what ways, if any, does the methodological choice affect the inquiry of the researchers? When, if ever, might self-study be the best choice for inquiry? For this, we use one selected work to explore the critical elements of these methodologies to determine usefulness. This is not a discussion to determine which approach is better; rather it is a discussion to explore when one method might be privileged over another and why.