Ways of Knowing: Self-Study Research



Ways of Knowing: Self-Study Research

Megan H. L. Tucker

EDUC 800

November 29, 2011

Ways of Knowing: Self-Study Research

Self-study research has emerged as an important research methodology for teacher educators. For the purpose of this paper, self-study teacher research is defined as research designed to encourage teachers to be agents of their own change initiatives while working collaboratively with colleagues (Kosnik, Beck, Freese, & Samaras 2006; Samaras, 2011). The overarching goal of self-study is for one to examine their own teaching with the notion of transforming their practice (Anderson-Patton & Bass, 2002; Lyons & LaBoskey, 2002). With its foundations in teacher inquiry and action research, self- study utilizes a variety of specific methodologies under a larger qualitative research umbrella.

I chose this topic as a “way of knowing” not only because it is a brand new method to me, but also because self-study has started to gain a foothold in research circles in just the past few decades. As an emerging methodology for teacher educators, I see self-study as a way of knowing across the board. Thus, this paper offers some history of self-study, steps in conducting self-study research, a variety of approaches to this methodology, and finally, how self-study is a new way of knowing for me as an teacher educator.

History of Self Study Research

Self-study as action research has a rich, albeit, short history. Self-study traces its roots from teacher inquiry, reflective practices and action research (Samaras & Freese, 2009). Teacher inquiry came to fruition in the 1950’s, but was not considered to be an important part of research until around the late 1980’s (Cochran-Smith, 1991). According to Duckworth (1987) teachers began to inquire into their students’ learning, as well as their teaching. The interest in teacher research was strongly enhanced by Stenhouse (1975) and Elliot’s (1978) work on action research and the idea of “teachers as researchers.” Later, research into reflective practice had early influences on self-study. Researchers at universities began to use personal histories and narrative inquiry to better understand their practice (Bullough & Gitlin, 1995; Connelly & Clandinin, 1990; Lassonde, Galman & Kosnik, 2009). Finally, action research contributed to the foundations of self-study. According to Feldman, Paugh and Mills (2004) action research provides a method to conduct systematic inquiry into teaching practices.

By the early 1990’s, self-study had begun to formalize in research circles. A foundational text that promoted understanding the nature of self-study research is the book, Reconceptualizing Teaching Practice: Self-Study in Teacher Education which was published by Hamilton, Pinnegar, Russell, Loughran and LaBoskey in 1998 (Loughran, 2007; Samaras & Freese, 2009). This book offers reasons for teacher educators to pursue these types of studies. Yet another advancement of self-study developed in 1996 as the inaugural First Castle Conference was held in East Sussex, England (Samaras & Freese, 2009). The conference served as an open forum for bringing researchers together to discuss, ask questions, make their knowledge public and open to critique, as well as contribute to the nature of their ever-changing field (Samaras & Freese, 2009). Though self-study research is still relatively new as a field of research it has matured and gained legitimacy in academia. As self-study research continues to be presented, critiqued and published, the field gains a stronger foothold in research communities.

The development of self-study research has also met its fair share of critique and rejection. Critics often point at the risk of autoethnographical studies becoming idiosyncratic and narcissistic, and as a result, self-studies have often been denied publication (Lunenberg, Zwart & Korthagen, 2010). Clandinin and Connelly (2000), note that whereas a field text contains stories, a research text should involve analysis and interpretation to address critics of this form of study. According to Loughran and Northfield (1998), in self-study research it is ultimately the reader who will assess the reliability and validity of the research.

Basic Approaches to Self-Study Research Methods

As the name indicates, self-study research has a central focus in personal experiences in teaching. Samaras (2010) notes, “In self-study research, researchers initiate personal inquiries situated in their practice with attention to the play role as researcher inside that process.” The self-study researcher will openly, reflectively, and systematically examine their practice with critique from others to gain alternative points of view (Samaras, 2010). Likewise, Anderson-Patton and Bass (2002) note that merely reading research on teaching is not nearly as effective in transforming practice as would be personal reflection and self-study research. Self-study is a widely encompassing methodology that may appeal to more than just one type of teacher educator, and as such, transforming practice becomes attainable by many (Anderson-Patton & Bass, 2002).

There are many different but complimentary approaches to the self-study method. A self-study methodology can be utilized through interviews, personal experience, participatory research, communities of practice, co-/authoethnography, and artistic methods, among others (Lassonde, Galman & Kosnik, 2009). The overarching goal of self-study is to bring the importance of the self to the forefront, make the experience of the teacher educators a research resource, and urge those who engage in self-study to be critical of themselves and their roles as both researchers and teacher educators (Feldman, Paugh & Mills, 2004; Feldman, 2009).

Interviews for self-study are similar to interview processes in any research methodology. They focus on the quality of interviews, providing a standard for quality that self-study researchers uphold: extent of spontaneous and rich answers, short questions to lead to long answers, follow-ups for clarification, verification of interpretations and “self-communication” (Kosnik, Cleovoulou & Fletcher, 2009; Kvale, 1996). Following the interviews, the researcher may approach the data analysis through grounded theory because the theory emerges from the data which allows the researcher to pursue an area of interest (Kosnik et al, 2009).

Researchers may also utilize personal experience in the self-study method. LaBoskey (2004) provides a list of five characteristics which should be considered when using personal experience in self-study: self-initiated, improvement-aimed, interactive, using multiple qualitative methods and using trustworthiness to establish validity. This use of personal experience in self-study is about learning from experiences and involves acknowledging ways in which experience has authority (Russell, 2009). Russell notes that when analyzing and reporting data a researcher will provide their own perspectives on a certain topic such as rigor or relevance (2009, p.75). Using personal experience in self-study is a strength and weakness in its personal nature. Those who reject research that is personal will always see self-study as a limited form of research, if they consider it research at all. However, research that is reported by others may not speak to one’s own practice, whereas self-study allows for just that (Russell, 2009). As Russell (2009) notes, “experience matters, and the learning is in the experience” (p. 84).

Participatory research as self-study is directly linked to teacher education (Paugh & Robinson, 2009). Paugh and Robinson (2009) drew on participatory research methods to question teacher education practices in relationship to their goals, goals of the teachers in their courses, the outside standards and institutional constraints and the diverse need of the students. Using participatory or action research positions the ‘self’ in relationship to the context of what is being studied (LaBoskey, 2004; Paugh & Robinson, 2009). The idea of cycles is commonly used in participatory research for self-study. These “cycles” may explore studying dynamic roles and relationships as a way of gaining deeper insight to the notion of selves as social and cultural constructions (Paugh & Robinson, 2009). Paugh and Robinson (2009) go on to note that each self-study researcher must employ methods in response to their theoretical framework and be responsive to unique and local circumstances in the research process.

Communities of practice are defined as “at least four member groups, committed to working together to study their teacher education practices” (Kitchen & Parker, 2009, p.108). Collaboration among teachers has been a part of self-study research from its inception and is now considered an integral part of conducting a self-study (Kitchen & Parker, 2009). There are four standards of quality used to critically examine communities of practice. First is to establish conditions for research. Second is to create educational knowledge. Third is recreating teacher education, and finally, fourth is the public discourse of communities of practice (Kitchen & Parker, 2009). These communities draw on shared experiences though the members are often from diverse backgrounds. Communities of practice may consist of members from within education colleges, as well as across institutions. Regardless, it is important that at least some of the members of the community of practice has some self-study experience (Kitchen & Parker, 2009). Diverse backgrounds offer rich conversation, but common ground must also be established to make meaning. Overall, Kitchen and Parker (2009) assert that being part of a self-study community provides individuals with a sense of belonging and community. This approach to self-study plays an important role in developing and enacting effective teacher education pedagogy (Kitchen & Parker, 2009).

Autoethnography is paramount in self-study research because it prioritizes the stories of teachers as a way of making sends or theorizing about teaching (Taylor & Coia, 2009). Taylor and Coia (2009) note that in a self-study driven autoethnography, it is of utmost importance to blur the role of the researcher so that he/she is not a completely subjective insider, nor a completely objective outsider. Likewise the understanding of the “self” is in constant flux (Taylor & Coia, 2009). One strength of using autoethnography in self-study is that “we are, in an important sense, looking at the layering or interweaving of our selves-in-relation to uncover and better understand aspects of our teaching” (Taylor & Coia, 2009, p. 179). Likewise, a weakness of autoethnography is the time and depth required. Also, as Roth (2005) notes, investigating the self gives access to culture as it is realized, however, we are also too close to ourselves which may not allow us the distance to be objective in critiquing our sense-making. Thus, the importance of finding balance between being a subjective insider and an objective outsider becomes all the more focused.

Researchers that use artistic methods in self-study have a unique experience in conveying their research in a nontraditional way. Galman (2009) notes that an arts-based self-study research “is about using the power, economy, and reflective or transformative potential of the arts to conduct and deepen inquiry” (p. 130). According to Galman (2009) the main guideline in conducting arts-based self-study research is the attempted resolution of a fragmented self. What Galman means by this is that teaching selves are often separate from “other” selves or facets of who we are (2009, p. 131). Conducting arts-based self-study is not resolutely structured. On the contrary there are many angles upon which to approach this method, with the constant being the use of rigor and providing deepened understanding, accessibility and connection (Galman, 2009). Data checking is a primary goal in this type of method and data analysis. As art is open to multiple interpretations, member checking is vital to contribute to the rigor of the research.

Conducting Self-Study Research

Regardless of the methodological stance taken when using self-study research, a few specific guidelines should be constantly utilized. Prominent self-study researcher, Samaras (2011) sets forth a series of steps in conducting self-study research. Each step is meant to ensure rigor, reflection and critical thinking. The first of these steps is to author your own questions. Self-study teachers should initiate questions about their own practice. These questions are generated mainly from observations and personal experiences in the classroom over time (Samaras, 2011).

The second step is to work with a “critical friends” team (Samaras, 2011). This research requires critical and collaborative inquiry. Self-study teachers work with critical friends in an intellectually safe and supportive community to improve their practice by making it explicit to themselves and to others through critical collaborative inquiries. Samaras (2011) notes that self-study is personal and interpersonal with learning, thinking, and knowing as it emerges through collaboration and feedback from others. Working with colleagues can help to extend and transform an individual's understanding. Thus critical friends encourage and solicit questioning and differing views to obtain alternative perspectives. These individuals or “critical friends” will also work to help validate the quality and legitimacy of each other's claims in the research (Samaras, 2011).

Step three is to plan new pedagogies for improved learning. The purpose of self-study is to improve learning, thus teachers must ask, "What is the value of this research to others?" (Samaras, 2011). This deliberate questioning leads to improved teaching which has an impact on student learning. Improved learning includes teachers' understanding of what works and what doesn't work in their teaching. What if a teacher's research does not result in hoped-for outcomes? Teachers, much like everyone, learn from their mistakes. Samaras (2011) notes that in their research efforts, teachers are constantly learning what works and what does not work for them, and that is considered to be great progress.

The fourth step in conducting a self-study is to enact, document, and assess your research process. Self-study requires a transparent research process that clearly and accurately documents processes through dialogue and critiques with colleagues. It requires that teachers be open to outside views, questions, and potential critiques. Self-study teachers strive to make their practice explicit to themselves, as well as to others. Individuals who critique through asking probing questions and offering alternative perspectives and interpretations can enhance the transparency of the research process (Samaras, 2011).

The fifth and final step is to generate and share what you have learned throughout the research process. Self-study research generates knowledge that is made public through presentations and publication. By exposing your work you are making it available for adaptation or critique. Making a study public “contributes to the accumulation of pedagogical, content, and issue-based knowledge and serves to build validation across related works” (Samaras, 2011, p. 45).

Self-Study as a Way of Knowing

As an educator in academia I am often concerned with my teaching methods and my students’ ways of learning. I approached the self-study method with no prior knowledge or experience; however I do have an affinity towards qualitative research as a whole. Being a student in higher education, I focus much of my research on student and faculty development. Thus, self-study may prove to be a valuable asset for my future research.

Lyons and LaBoskey’s (2002) text discusses the importance of narrative as a way of knowing. Narrative research has a large influence on the self-study methodology. Self-study utilizes narrative through autoethnography, reflections, teaching portfolios and personal experience testimonies, to name a few. Anderson-Patton and Bass (2002) note that self-study as a method is very powerful in that teachers who have experienced “force-fed” best practices will see the benefit with working with what is real to them (p.101). By using narrative reflection in self-study, teachers are better equipped to fully realize what works in their classrooms and what is ineffective.

In the future I wish to engage in self-study research to understand how my teaching practices directly or indirectly affect my classroom. Were I to conduct a self-study of my own I would likely model it after the example that Anderson-Patton and Bass (2002) used in the Lyons and LaBoskey (2002) text. Anderson-Patton and Bass utilized teacher portfolios, interviews, student artifacts and reflections for a comprehensive look at teaching practices while maintaining structure (2002, p.102).

Each semester I reflect on what worked in my classroom and what fell flat. I am constantly trying out new techniques in lecture, new activities and updated media to appeal to the larger classroom audience. However, I have never formally researched my teaching methods, nor have I collaborated with critical friends and colleagues about best practices. Utilizing self-study as a method upon which I can analyze my teaching may prove immensely beneficial to my future as a professor. By furthering my understanding of how I teach and the affect of my teaching, I can become a more thoughtful and educated educator. After all, the goal is for my teaching methods to translate into pliable information that my students can use and share as they become “teachers” in their own right. Thus, my ways of knowing may have the ability to speak to theirs.

References

Anderson-Patton, V., & Bass, E. (2002). Using narrative teaching portfolios for self-study. In Lyons, N., & LaBoskey, V., Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. New York: Teachers College Press.

Clandinin, D. & Connelly, F. (2000). Narrative inquiry: Experience and story in qualitative research, San Francisco: Jossey-Bass.

Cochran-Smith, M. (1991). Learning to teach against the grain. Harvard Educational Review, 61, 279-310.

Elliot, J. (1978). What is action research in schools?. Journal of Curriculum Studies, 10, 355–357.

Feldman, A. (2009). Making the self problematic. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (35-49). Rotterdam: Sense Publishers.

Galman, S. (2009). Trading in fables. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (53-69). Rotterdam: Sense Publishers.

Hamilton, M., Pinnegar, S., Russell, T., Loughran, J., & LaBoskey, V. (1998). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer Press.

Kitchen, J., & Parker, D.C. (2009). Self-study communities of practice. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (53-69). Rotterdam: Sense Publishers.

Kosnik, C., Cleovoulou, Y., & Fletcher, T. (2009). The use of interviews in self-study research. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (53-69). Rotterdam: Sense Publishers.

Lyons, N., & LaBoskey, V., Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. New York: Teachers College Press.

Lassonde, C., Galman, S., & Kosnik, C. (2009). Self-Study Research Methodologies for Teacher Educators. Rotterdam: Sense Publishers.

Loughran, J. (2007). International handbook of self-study of teaching and teacher education practices. Dordrecht: Springer.

Loughran J., & Northfield, J. (1998). A framework for the development of self-study practice, In M.L. Hamilton, Reconceptualizing teaching practice: Self-study in teacher education (7–18), London: Falmer Press.

Lunenberg, M., Zwart, R., & Korthagen, F. (2010). Critical issues in supporting self-study. Teaching and Teacher Education, 26, 1280-1289.

Paugh, P., & Robinson, E. (2009). Participatory research as self-study. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (87-106). Rotterdam: Sense Publishers.

Roth, A. (2005). Auto/biography and auto/ethnography: Praxis of research method. Rotterdam: Sense Publishers.

Samaras, A. (2011). Flying solo. Journal of Staff Development, 32, 42-45.

Samaras, A. (2010). Explorations in using arts-based self-study methods. International Journal of Qualitative Studies in Education, 23, 719-736.

Stenhouse, L. (1975). An introduction to curriculum research and development. London: Heineman.

Taylor, M., & Coia, L. (2009). Co/autoethnography. In Lassonde, C., Galman, S., & Kosnik, C., Self-Study Research Methodologies for Teacher Educators (169-186). Rotterdam: Sense Publishers.

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