Fitting the Methodology with the Research: An Exploration of Narrative, Self-Study and Auto-Ethnography

Autor/inn/en	Hamilton, Mary Lynn; Smith, Laura; Worthington, Kristen
Titel	Fitting the Methodology with the Research: An Exploration of Narrative, Self-Study and Auto-Ethnography
Quelle	In: Studying Teacher Education, 4 (2008) 1, S.17-28 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
Schlagwörter	Research Design; Ethnography; Research Methodology; Writing Instruction; Teaching Methods; Personal Narratives; Self Evaluation (Individuals); Teacher Education + Suchen Sie Ihr Suchwort? Forschungsdesign; Ethnografie; Research method; Forschungsmethode; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Lehrerausbildung; Lehrerbildung
Abstract	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. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10