Disruption – Scrutinizing Trustworthiness in Self-Study of Teacher Education Practices Research

Abstract

This chapter analyzes our practice as researchers engaged in intimate scholarship using the Framework of Analysis (Pinnegar & Hamilton, 2009) as an analytic tool to scrutinize the trustworthiness of our research practice and to develop a deeper understanding of how S-STEP research establishes itself as trustworthy and rigorous scholarship. With the recognition of S-STEP research and other forms of intimate scholarship as genres of teacher education research (Borko, Liston, & Whitcomb, 2007), scholars engaged and other forms of intimate scholarship can turn to a more rigorous inquiry into and critique of our work in order to consider how we might improve our practice as researchers and support and strengthen the position and future of this research. For these reasons, we take up a critique of a particular S-STEP research study using the Framework for Analysis in order to explore both whether the work studied can be judged trustworthy and what such examination reveals about the process of establishing the trustworthiness of studies utilizing intimate scholarship methodologies.

Citation

(2015), "Disruption – Scrutinizing Trustworthiness in Self-Study of Teacher Education Practices Research", Knowing, Becoming, Doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry (Advances in Research on Teaching, Vol. 26), Emerald Group Publishing Limited, Leeds, pp. 197-243. https://doi.org/10.1108/S1479-368720140000026042