Guidelines for Quality in Autobiographical Forms of Self-Study Research

Abstract

The authors situate the origins of self-study in four developments within education: the growing prominence of naturalistic inquiry methods, the rise of the Reconceptualist movement in curriculum studies, the increased involvement of international scholars in teacher education research, and the re-emergence of action research and its variations. They focus on autobiography and correspondence (e-mail, letters, recorded conversations) not only because these are the dominant forms of self-study but because of the demands they present for producers and consumers. The work of C. Wright Mills (1959) is used to provide a framework for determining what makes a piece of self-study writing research. Mills argues that personal troubles cannot be solved as merely troubles, but must be understood in terms of public issues and history (p. 226). Insights are drawn from literary conventions. A set of guidelines are provided for consideration by self-study researchers in their quest for greater quality.

The challenges of teaching physics to preservice elementary teachers: Orientations of the professor, teaching assistant, and students

“…In order to understand instructor and student experiences of inquiry in PHYS 290E, we combined two different approaches: naturalistic research (Ellen, 1984) and self-study (Bullough & Pinnegar, 2001). Naturalistic research seeks to make sense of the complex and real-world disorder of human experience.…”

“…According to Bullough and Pinnegar (2001), self-study involves the investigation of troubles within one's teaching. Self-study research addresses the growing dissatisfaction about the value of traditional approaches in education (Korthagen & Kessels, 1999) by developing a deeper understanding of the nature of teaching and a greater satisfaction in that work (Loughran, 2002).…”

The Never-ending Story: One person’s journey into teacher education in the lifelong learning sector

“…This incident exemplifies the first of the themes running through the story of Beth's journey to teacher educator: her ability to notice fortuitous circumstances, to pay attention to them, perceive their relevance, and make meaning from them (Sperber and Wilson, 1986). In Beth's words: 'I suppose I made the most of opportunities' (interview) Bullough and Pinnegar (2001) have written of how personal stories engage with, and reflect, personal values. In Beth's case, she suspects that her development of what she terms teacher values began as an Advanced level student at her grammar school.…”

Transformative education for culturally diverse learners through narrative and ethnography

“…In addition to the criteria presented above, Bullough and Pinnegar (2001) propose their own guidelines for autobiographical narratives. They endorse the idea that autobiographical or self-studies should enable connection, promote insight and interpretation, be about the issues and problems that make someone an educator, and offer fresh perspectives on teaching and learning.…”