What Methodology and Accompanying Strategies Allow Us to Uncover Teacher Educator Knowledge?

Abstract

In this chapter, the details of the design chosen to uncover teacher educator knowledge for this study are explained. By choosing Self-Study of Teacher Education Practices (S-STEP), this methodology positions researchers to examine their own practice and explore beliefs and moral and political values, thereby adding to the research conversation of teacher education, and also turn what we learn into improvement of practice. Self-study of practice is a methodology but without a proscribed set of methods. Rather, other methods of qualitative analysis are employed in self-study. A variety of qualitative methods such as dialogue, a critical friend, exemplars, and analytic narrative vignettes were selected and implemented in order to collect, organize, analyze, and present the data. Issues of positionality and ethics are also addressed. This chapter ends with a discussion about trustworthiness and rigor in relation to methodological approaches and strategies employed in qualitative research, especially highlighting the inherent vulnerable nature of self-study research, and the importance of protecting participants and researchers.

Citation

Lay, C.D. (2024), "What Methodology and Accompanying Strategies Allow Us to Uncover Teacher Educator Knowledge?", Exploring Teacher Educator Knowledge (Advances in Research on Teaching, Vol. 48), Emerald Publishing Limited, Leeds, pp. 35-49. https://doi.org/10.1108/S1479-368720240000048003